“3×8”还是“8×3”？一道二年级数学题，网友们吵翻了
世纪君约 4 分钟3个盘子，每盘8个水果，一共有多少个水果？
最近，这道小学二年级的数学题让网友们“吵翻”了。原因是一个孩子写了3×8，却被老师判错。
有老师在家长群解释，写乘法算式，先找每份数写在前面，再找有几份写在后面，应列式为：每份数x份数=总数（相同的加数x相同加数的个数=总数）。
网友截图
A math problem for second graders has recently sparked widespread discussion.
The problem asks: If there are 3 plates, each with 8 fruits, how many fruits are there in total? A student's answer of "3×8" instead of "8×3" was marked incorrect by the teacher, who explained the multiplication equation should follow the format "number of items per portion × number of portions = total." This grading standard has left many parents confused.
网友截图
老师回应：教材新规定
Some teachers explained that starting from the fall semester of 2025, textbooks now have more explicit requirements regarding the order of factors in multiplication equations. One teacher said that such a regulation is necessary, as it enhances students' comprehension of multiplication and also better prepares them for learning division later on.
Another math teacher mentioned that the original intent of this requirement is to help students clearly understand what each number represents in the equation.
还有数学老师在人民教育出版社的教材反馈平台上咨询了这个问题。
出版社在回复中表示：乘法算式的写法或者是符号表达，本身其实就是对乘法定义的一种约定，因此，这种符号表达的意义是唯一的，特别是在有具体情境的时候。
网友截图
The issue was also raised on the textbook feedback platform of the People's Education Press. In response, the publisher explained that the way multiplication equations are written is essentially a convention based on the definition of multiplication. Therefore, the meaning of this multiplication notation is unique, particularly when applied to specific contexts.
网友热议
Debate has sparked among netizens over whether the order of multiplication equations should be strictly emphasized. Some users expressed confusion, questioning the importance of order when the results are identical. Others supported the idea of maintaining a clear logical sequence in multiplication.
Additionally, certain individuals suggested that including units in the equation could help clarify the meaning behind the numbers and resolve contextual ambiguities.
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