Lizzy’s struggles with attaining fluency in multiplication tables
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Date
2013
Authors
Bansilal, Sarah
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
Many learners struggle to make the transition from addition and subtraction to
multiplication and division, which hampers further progress in mathematics. In
this article, I present a case study of one learner who struggled to attain fluency in
multiplication by seven. The purpose of this study was to identify and explain how
previous non-encapsulations related to addition and subtraction number bonds
hampered her efforts in attaining fluency in the multiplication tables. Data for the
study were generated from observations and interactions with the child, Lizzy, over
a period of two years. The study employed a narrative analysis technique, while
drawing upon the APOS (action, process, object, schema) framework together with
the notion of conceptual embodiment. The findings suggest that Lizzy’s struggles
were due to a non-encapsulation of the various number bond strings, which did not
allow her to see patterns in addition by seven. By using an alternative intervention,
Lizzy was able to use this strategy as a conceptual embodiment leading her to greater
fluency in the seven-times table.
Description
Keywords
Mathematics, APOS framework, Numbers, Seven-times table
Citation
Bansilal, S. (2013). Lizzy's struggles with attaining fluency in multiplication tables. Perspectives in Education: Primary mathematics: addressing the crisis, 31(3), 94-105.