Using young children’s real world to solve multiplicative reasoning real problems

Abstract

This study focuses on kindergarten children’s multiplicative reasoning. The participants were 12 children (5-6-year-olds) from Viseu, Portugal. Pre- and post-tests were used to assess the effect of an intervention program focused on multiplicative reasoning. The intervention program comprised 12 multiplicative reasoning problems and was carried on in four sessions, during three weeks. Children’s performance and arguments were analyzed when solving selective problems of multiplication, partitive and quotitive division. The results suggest that children can succeed in some multiplicative reasoning problems, presenting valid or partially valid arguments, and that their multiplicative reasoning can be improved relying on their informal knowledge.