ABSTRACT
Children are introduced to multiplication in school the problem is usually in the form of 'lots of'. For example, there are six children in a group and they each have a pair of shoes. Division is presented to children as 'sharing'. A common misconception is that 'multiplication makes bigger'. This mistake may stem from an everyday use of the term. To be able to use multiplication and division to solve problems, children must know most if not all their 'times table' facts and be able to derive new ones from known facts. Different types of division language pick out distinct aspects of the conception of division. 'Divide' itself can capture each of the two kinds of division situations met by young children in the early stages. The second programme, 'Multiplication and division', can be either dynamic or static. When using the programme, first choose a calculation, then a representation.
