AbstractThis research explores the responses of 44 Year 7-8 students from four Māori medium schools who were asked to solve a multiplication word problem. The findings show that there was a range of mental strategies displayed by the children, 29 of whom were able to solve the problem. However, data also indicates that 15 children were not able to either access the problem or utilise an appropriate strategy to solve it. This paper discusses the strategies shared by all of these
children and suggests avenues to further support learners to become multiplicative thinkers.
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