Conceptions in Making Sense of Multiplication
Kin Eng Chin 1 * , Fui Fong Jiew 2, Elvent Taliban 3
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1 Flinders University, AUSTRALIA2 Queensland University of Technology, AUSTRALIA3 Universiti Malaysia Sabah, MALAYSIA* Corresponding Author


This paper aims to explore how three secondary school teachers make sense of multiplication based on their conceptions of multiplication. The framework of supportive and problematic conceptions in making sense of mathematics proposed by Chin (2013) is exemplified in this study. Initially, data were collected through a survey assessment that consists of a set of mathematical tasks. Then follow-up interviews were conducted with these participants. Three secondary school teachers (Jessica, Sarah and Claire – pseudonyms) participated in this study. Findings revealed that the changes of meanings in multiplication have impacted the sense-making of Sarah and Claire. On the other hand, Jessica who sensed these mathematical changes could talk about multiplication sensibly.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2019, Volume 15, Issue 12, Article No: em1779

Publication date: 05 Jul 2019

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