Since 2001, mathematics curriculum standards of full-time compulsory education have canceled the definition of multiplier and multiplicand, replaced them by “factor”, and haven’t emphasized the order of two factors. The provision has been still in use today. However, the abolishment of “multiplicand” and “multiplier” had disadvantages:1. It might affect the manifestation of the essential characteristics of multiplication;2. It might lead to the lost of accuracy of mathematical“language”;3. It might lead to the lost of rigor of mathematical thinking;4. It might affect the base of the capability of “modeling”; 5. It might affect the extension of the concept of multiplication. Since the significance of multiplication having an important positive significance to students on their mathematical ability, teachers should not desalt the teaching of the conception of multiplication in their instruction.%自2001年起，《全日制义务教育数学课程标准》取消了“被乘数”和“乘数”的定义，以“因数”统一代替，并且不强调两个因数的位置顺序。此规定一直沿用至今。然而，取消“被乘数”与“乘数”的定义存在弊端：（1）可能影响乘法概念特征的体现；（2）可能影响数学语言的精确表达；（3）可能影响数学思维的严密性；（4）可能影响数学建模的基础；（5）可能对后继的乘法概念扩展造成不良影响。鉴于“被乘数”与“乘数”的定义对学生学习数学具有重要的积极意义，教师在教学中不应淡化乘法概念的教学。
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