Preservice elementary teachers’ knowledge for teaching the associative property of multiplication: A preliminary analysis

This study examines preservice elementary teachers’ (PTs) knowledge for teaching the associative property (AP) of multiplication. Results reveal that PTs hold a common misconception between the AP and commutative property (CP). Most PTs in our sample were unable to use concrete contexts (e.g., pictorial representations and word problems) to illustrate AP of multiplication conceptually, particularly due to a fragile understanding of the meaning of multiplication. The study also revealed that the textbooks used by PTs at both the university and elementary levels do not provide conceptual support for teaching AP of multiplication. Implications of findings are discussed.

► This study examines preservice elementary teachers’ (PTs) knowledge for teaching the associative property of multiplication (AP).
► This study examines textbook presentations of AP at university and elementary levels.
► PTs hold confusion between the associative and commutative properties.
► PTs have difficulties in illustrating AP using concrete contexts due to fragile understanding of the meaning of multiplication.
► Textbooks generally do not provide conceptual support for teaching AP of multiplication.