A story-telling approach to the introduction of the multiplicative structure at kindergarten

We present a design study based on a story-telling approach, to introduce multiplicative thinking at Kindergarten with an algebraic perspective. Starting from some theoretical assumptions about the use of narration in Math Education and about the psychological roots of multiplication, we build a suitable narrative context in order to promote children’s actions consistent with such roots.We analyse the development of this path and its management, emphasizing the special role played by the dialectics between actions upon objects and representations.