Children’s conceptions on the structure of an array: Using quick images as a gateway to multiplicative ideas

In this paper we report the conceptions about arrays that came to the fore as one class of second-grade students participated in whole classroom discussions and activities focused on the structure of arrays presented as a Quick Images routine. Before the intervention, students were not introduced to formal multiplication but had completed a unit on arrays. A constant comparative method was used to identify numeric and spatial structuring strategies that allowed for students’ conceptions about the structure of the array to emerge. Results indicated that not all students automatically use arrays as a composite of rows. We found that the use of Quick Images with larger arrays and non-arrays within the whole classroom discussion was successful at eliciting and directing students’ attention towards the spatial features of an array, including seeing an array as made of a composite of rows (or columns). •When using Arrays students do not automatically use the rows or columns as a composite unit.•When repeatedly adding they may not connect the repeated number with the size of row (and the number of rows).•Arrays as Quick Images aid in noticing an array as a composite of rows (or columns).•Discussions on the structure of arrays scaffold early multiplicative ideas.•Focusing on the structure of arrays aids in adding by rows (columns) as a composite unit.