Abstract
The purpose of this study is to analyze the level of multiplicative thinking among second-year elementary school students and to understand the impact of teaching multiplication using double tape diagram and double scale models on students’ multiplicative thinking. To this end, a theoretical consideration provided a utilization method applied with double tape diagram and a double scale models, which was applied to teaching multiplication to analyze changes in students’ multiplicative thinking levels. The analysis showed that students at the additional thinking level accounted for the largest percentage when classified as qualitative thinking level, additional thinking level, transitional thinking level, and multiplicative thinking level. We also confirm that teaching multiplication using double tape diagram and double scale models positively affected students’ multiplicative thinking. Through this, we propose the introduction of double tape diagram and double scale models to help students improve their multiplicative thinking as an implication for improving the teaching multiplication of second-year elementary school students.
Figures & Tables
Fig. 1. Additive structure to represent 3＋3＋3＋3=12 (Piaget, 1987, p.78)
