Abstract
ABSTRACT In the present study, researchers used problem-posing instruction to examine elementary students’ understanding of multiplication. Students in fourth and fifth grade classrooms (n = 24) from a rural school district participated in a semester-long study. The focus of this study was examining student solutions to two specific lessons with problems involving the use of multiplication. In each lesson, students were either asked to solve pre-written word problems that required the use of multiplication or to create original word problems that were solvable using multiplication. Qualitative analysis of student responses revealed six recurring themes about student comprehension of multiplication: a) incorrect operation, b) use of multiplication words, c) use of operational terminology, d) improper context, e) misunderstanding of units, and f) order of operations. Using problem-posing instruction as an assessment tool helped instructors gain a clearer understanding of students’ interpretations of multiplication compared to traditional problem-solving methods. Teachers can utilise problem-posing strategies as an opportunity to gain insight into how to help improve students’ understanding of given concepts.
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