## Abstract

This chapter addresses the problematics for the conceptualization of multiplication in school mathematics and fundamental difficulties, which include semantics for defining multiplication meaningfully, syntax in relation to languages, and difficulties that originate from historical transitions. The chapter discusses the contradictions or inconsistencies in the various meanings of multiplication in school mathematics situations. Many of these problems of multiplication are originated from European languages. This discussion of these problematics provides some answers to the questions posed in Chap. 2 and provides bases for the necessity to consider the Japanese approach described in Chaps. 4, 5, 6, and 7 of this book. The terminology of multiplication discussed here is related to mathematical usages of multiplication in relation to situations and models. Educational terminology used for multiplication to explain the curriculum and task sequences for designing lessons are discussed in Chap. 4 of this book.

Original language | English |
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Title of host publication | Teaching Multiplication with Lesson Study |

Subtitle of host publication | Japanese and Ibero-American Theories for International Mathematics Education |

Publisher | Springer International Publishing |

Pages | 37-64 |

Number of pages | 28 |

ISBN (Electronic) | 9783030285616 |

ISBN (Print) | 9783030285609 |

DOIs | |

State | Published - 1 Jan 2020 |

## Keywords

- Definition of multiplication by measurement
- Meaning of multiplication
- Model of multiplication
- Representation of multiplication
- Syntax of multiplication