the children's solution
strategies were classified by degree of abstraction into direct double counting,
transitional counting, additive or subtractive, or recalled number fact. Strategies were also
classified use of physical objects: use as representations of individual elements. use as tallies
or repeated references, or no use. Analyses of the solution strategies indicated the existence
of a two-step intuitive model for multiplication. two common intuitive models for partitiye
division and measurement division each of which was related to an intuitive model ‘fer
subtraction, and a third model for partitive division.