School mathematics is often related to a needing for memorization of a lot of information, times-tables are a paradigmatic example. A large amount of research on arithmetical facts has been implemented within cognitive psychology but rarely it is related to mathematics education research and quantitative methods are always used. In this paper it is presented a pilot study: ten interviews with adults are qualitatively analyzed using constructs from both research fields, showing that times-tables organization in memory could depend on school instruction. Level of instruction of subjects is indicated as an important variable in recalling and in choosing computation strategies, namely in the construction of the concept of multiplication.

Adults’ Conception of Multiplication: Effects of Schooling on Multiplicative Conceptual Field

Andrea Maffia
Membro del Collaboration Group
;
2018

Abstract

School mathematics is often related to a needing for memorization of a lot of information, times-tables are a paradigmatic example. A large amount of research on arithmetical facts has been implemented within cognitive psychology but rarely it is related to mathematics education research and quantitative methods are always used. In this paper it is presented a pilot study: ten interviews with adults are qualitatively analyzed using constructs from both research fields, showing that times-tables organization in memory could depend on school instruction. Level of instruction of subjects is indicated as an important variable in recalling and in choosing computation strategies, namely in the construction of the concept of multiplication.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11571/1227812
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