REVIEW OF LITERATURE
Multiplicative Thinking While multiplicative thinking has been defined from various perspectives (Clark & Kamii, Piaget, 1987; 1996; Siemon & Bread, 2006; Steffe, 1994), it is usually defined by distinguishing from additive thinking. For instance, Piaget (1987) described the differences between them in terms of the number of levels of abstraction and inclusion relationship the child has to make simultaneously. In extending Piaget’s work, Steffe (1994) regarded children’s number sequences as the starting point of operations because operations would be constructed by modifying such sequences. In his teaching experiment, three different number sequences were identified as the process of constructing multiplicative thinking: the Initial Number Sequences, the Tacitly Number Sequences, and the Explicitly Number Sequences. It was reported that children’s formation and use of units are progressively elaborated from easy counting up to multiplication. This study implies that multiplicative thinking is not developed at a specific time, but over time with several transitional levels.