Problematics for Conceptualization of Multiplication

Masami Isoda, Raimundo Olfos

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

1 Scopus citations


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 languageEnglish
Title of host publicationTeaching Multiplication with Lesson Study
Subtitle of host publicationJapanese and Ibero-American Theories for International Mathematics Education
PublisherSpringer International Publishing
Number of pages28
ISBN (Electronic)9783030285616
ISBN (Print)9783030285609
StatePublished - 1 Jan 2020


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


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