Knowing, Doing, and Teaching Multiplication

Lampert, Magdalene

doi:10.1207/s1532690xci0304_1

Cited by 329Mathematics Education and Teaching TechniquesMathematics Education and PedagogyCognitive and developmental aspects of mathematical skills

Knowing, Doing, and Teaching Multiplication

Lampert, Magdalene·1986·Cognition and Instruction

DOI 10.1207/s1532690xci0304_1

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Abstract

This investigation analyzes the structure and process of multidigit multiplication. It includes a review of recent theories of mathematical knowledge and a description of several fourth-grade math lessons conducted in a regular classroom setting. Four types of mathematical knowledge are identified: intuitive, concrete, computational, and principled knowledge. The author considers each type in terms of its relation to instructional issues and suggests that instruction should focus on strengthening the connections among the four types. Illustrations from instructional sessions show children generating and testing hypotheses when salient connections are made between concrete materials and principled, computational practices. Implications for teaching are discussed along with suggestions for future research.

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Lampert involves her students in mathematical exploration, which she tries to make continuous with their everyday knowledge.
“Lampert (1986) also involves her students in mathematical exploration, which she tries to make continuous with their everyday knowledge.”
From Situated Cognition and the Culture of Learning (1989) · cites this paper as Lampert (1986)

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Price, E., Magdalene, L., & Lampert, M. (2016)
Self-citation
Material didáctico para lograr aprendizajes significativos en la multiplicación en los estudiantes de cuarto grado de educación general básica, paralelo a de la escuela fiscal mixta José Ingenieros Nº 1, de la ciudad de Loja. Período académico 2014 - 2015
Ortega, G., & Stefania, Y. (2016)
An analysis of the connections of mathematical thinking for multiplicative structures by second, fourth, and sixth graders
Kim, Y., & Jeongsuk, P. (2014) · The Mathematical Education · doi:10.63311/mathedu.2014.53.1.57

Authors: Lampert, M.
Corresponding author: Lampert, Magdalene
Venue: Cognition and Instruction
Publisher: Informa UK Limited
Published: 1986-12
Volume: 3
Issue: 4
Pages: 305-342
ISSN: 0737-0008 (ISSN-L)
1532-690X
DOI: 10.1207/s1532690xci0304_1
OpenAlex: W1979890010
Cited by: 329
References: 23
Citations by year: 2026: 1 · 2025: 3 · 2024: 4 · 2023: 2 · 2022: 6 · 2021: 7 · 2020: 10 · 2019: 9 · 2018: 5 · 2017: 9 · 2016: 7 · 2015: 9 · 2014: 4 · 2013: 14 · 2012: 7
FWCI: 41.28
Type: journal article
Language: en
Open access: closed
Locations: Cognition and Instruction (publishedVersion)
Topics: Social Sciences › Education › Mathematics Education and Teaching Techniques
Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
Keywords: mathematical knowledge, intuitive knowledge, fourth grade mathematics, mathematics education, hypothesis generation, children's mathematical thinking

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Knowing, Doing, and Teaching Multiplication

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