Have you thought about how to embed multiplicative thinking across the primary maths curriculum?

Ask any adult what children might be learning when they study multiplication in primary school, and they will probably mention times tables. Ask a teacher preparing their class for SATs, and written methods of multiplication will be high on the agenda. However, primary teachers will know there is more to multiplication than this. Supporting children to develop an understanding of the structures involved in multiplicative thinking is essential for so many areas of maths. But how can we ensure that teachers can develop multiplicative thinking across the primary maths curriculum?

We know that a significant amount of maths in KS2 and beyond – fractions, ratio, percentages, trigonometry, similarity, pie charts and more – depends on the ability to think and reason multiplicatively. However, though it may appear at first glance as if, in primary school, the topic of multiplication is heavily weighted towards KS2, much of the maths pupils will learn at KS2 and KS3 relies on a multiplicative understanding which begins in KS1. If multiplicative thinking is not securely embedded in KS1, progress in maths could be limited.

So how best to adopt a whole school approach to multiplicative thinking that ensures that firm foundations are laid in KS1 and securely embedded throughout primary? We have picked out some of our popular features and resources to summarise how you could approach embedding multiplicative thinking in your class or school.

In their article, the NCETM looks at several considerations:

1. Introducing multiplicative thinking

2. Considering the question: what is untising and why is it important?

3. Exploring the use of representations through the primary video lessons.

Click on the button below for more details from the NCETM about all of the above: