Changing the Face of Math Education Book 1 Chapter 9

Changing the Face of Math Education Book 1 Chapter 9
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Multiplication of Whole Numbers
9.1 Introduction…138
9.2 Traditional Strategy for Teaching Multiplication Facts…139
9.3 Non-Traditional Strategy for Teaching Multiplication Facts…140
9.4 Traditional Regroup Strategy for Multiplication
Using Zeros as Place Holders…145
9.5 Non-Traditional Regroup Strategy for Multiplication
Using Minimal Zeros…147
9.6 Lattice Strategy for Multiplication…149
9.7 Mental Strategy for Multiplication…151
9.8 Russian Peasant Strategy for Multiplication…153
9.9 Learning to use and Understand Exponential Notation…154
9.10 Distributive Property of Multiplication…156
9.11 Practice Exercises for Chapter 9…158

This chapter will introduce several different strategies for teaching multiplication of whole numbers. The introduction of different strategies for multiplication will help eliminate the notion that math is one dimensional and boring. If different strategies are introduced to your students and they are allowed to use any of the strategies, they will feel as if they are in charge and able to make decisions for themselves as to how they wish to solve a problem. These strategies will also help eliminate some of the math anxiety developed by students that are unable to work a problem using the one particular strategy taught if only one strategy is taught. For example, even though it is not my preferred strategy, I have found many students love the lattice multiplication strategy over the traditional strategy.

Make multiplication interesting and fun by exposing your students to a variety of multiplication strategies. Especially, the strategy for multiplying numbers mentally and Russian Peasant multiplication.

Keep the problems manageable by hand so students do not want to grab a calculator to do the problem.

Do not assume that all students are capable of memorizing the traditional multiplication algorithms.

Do not assume that students that are incapable of memorizing the multiplication algorithms are just not putting enough time or effort in. When students are told what to do with no input usually leads to boredom and unwillingness to complete the work.

All students need a strong foundation in multiplication of whole numbers in order to be successful in later mathematics courses and in life.
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