Multiplication and the distributive property in primary school: an entry into algebraic thinking?
Building on several research studies in Early Algebra (Jacobs, Franke, Carpenter, Levi & Battey, 2007; Schifter, 1997; Squalli, 2002), this article sets out to investigate the potential of the knowledge that is (expected to be) taught in primary school regarding multiplication and the distributive property with a view to facilitating students’ entry into algebraic thinking. In the context of an epistemological and didactic reflection, we attempt to characterize the specificity of this knowledge based on a study of textbooks and the discourse of future primary teachers. The intent is to explore what elements (could) help reveal or generalize the numeric knowledge and learning pertaining to distributivity upstream of students’ introduction to algebraic language.