Résumé
During a pre-service of primary school teachers in mathematics in Switzerland, a research team developed an artefact using marbles, boards and, forms in order to let prospective teachers make better links between numeration and the classical algorithm of the multidigit multiplication. Teacher’s knowledge underlying in this algorithm is the distributive and associative laws, the place value and, the definition of the multiplication (Clivaz & Deruaz, 2013; Ma, 1999). These authors highlighted errors due to “move over” the number on the second line of the algorithm. Moreover, the main source of errors is due to the presence of carries (Brousseau, 2010).
Titre de l’ouvrage principal
Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education
Maison d’édition
PME
Ville d’édition
Pretoria
Pays d'édition
South-Africa
Evaluation par les pairs (peer reviewing)
oui
Portée nationale / internationale
internationale
Volume / tome
4
Nombre de pages
1
Nom de la manifestation
43rd Conference of the International Group for the Psychology of Mathematics Education
Date(s) de la manifestation
7-12.07.2019
Ville de la manifestation
Pretoria
Pays de la manifestation
South-Africa
Portée de la manifestation
internationale