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Informal Knowledge and Informal Strategies for Whole Number Multiplication and Division
Abstract
It is widely recommended to use both formal and informal strategies in mathematics teaching and learning. This study first identified the percentages of students' use of formal and informal strategies, then described the specific strategies applied by students. Furthermore, the study categorized the themes of real-life word problems created by students using informal strategies, providing insight into commonly understood concepts. Using a qualitative quasi-experimental design, thematic analysis was conducted to categorize similar themes in students' word problems. The results showed a general increase in the percentage of students using both formal and informal strategies from pre-test to post-test, across both multiplication and division operations. The themes of word problems were also categorized. Moreover, the study identified the most frequently used themes in the real-life word problems created by students. This insight can assist mathematics educators in tailoring their teaching methods to enhance students' understanding of these concepts.
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