Designing tales for introducing the multiplicative structure at kindergarten

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