According to reports, a math problem for second grade elementary school has become a hot topic recently - there are 3 plates, each with 8 fruits. How many fruits are there in total? Is the formula 3 × 8 or 8 × 3? The child wrote 3x8, but was judged wrong by the teacher. A teacher explained in the parent group that when writing multiplication equations, first find each number to write at the beginning, and then find several numbers to write at the end. The formula should be: number of copies x number of copies=total number (same addend x number of identical addends=total number). But this makes parents who are tutoring homework exclaim that they don't understand: even though the results are the same, is the order so important? In fact, this is not just a matter of simple order, but also about logical thinking. A netizen gave a vivid example: "Three five liang swimming crabs and five three liang swimming crabs have the same total weight, but there is a big difference between the two." People's Education Press also stated in its response that the writing or symbol expression of multiplication equations is actually a convention for the definition of multiplication, so the meaning of this symbol expression is unique, especially when there are specific situations. The purpose of mathematics education is not only to calculate the correct answer, but also to help children establish clear mathematical thinking. In the initial stage of multiplication, emphasizing the format of "part by part" is actually reinforcing the essential meaning of multiplication, that is, multiplication is a simple operation of adding the same addends. Written as "8 × 3", it represents the addition of three 8s, while "3 × 8" means the addition of eight 3s. Although the values are equal, the corresponding real-life situations are different. This writing style is not nitpicking, but rather helps children establish a connection between mathematics and reality, enabling them to understand what each number represents in specific contexts. In the initial stage of learning, this agreement can avoid conceptual confusion and lay a solid foundation for subsequent learning. Just like learning a language requires mastering basic grammar before one can freely change sentence structures. This debate also reflects the changing times of educational philosophy. In the past, there was no distinction between order, as long as the results were correct. Nowadays, we not only look at the results but also the order. This change reflects the adjustment and evolution of mathematics teaching methods and educational concepts - from pursuing correct calculation results to paying more attention to concept understanding and thinking cultivation. Education has stages and should be gradual, adopting appropriate methods at appropriate stages. Lower grade students first need to understand the essence of multiplication through a fixed format, and then introduce the commutative law of multiplication after mastering it proficiently. Without the establishment of standards in the early stage, it is difficult to have flexible application in the later stage. To some extent, this discussion about the order of multiplication may touch upon the core issue of mathematics education, which is what we hope children can gain through learning mathematics? Is it just learning to calculate the correct answer, or truly understanding mathematical concepts and cultivating logical thinking ability? In the long run, the latter is more important. Ultimately, mathematics is not just about numerical calculations, but also a language of thought. To master this language, one must not only understand its basic norms, but also gradually comprehend its flexible application. Proper standardized training during the initial stage of children's exposure to multiplication can help build a correct foundation of mathematical concepts. As they delve deeper into their studies, they will naturally understand the relationship between norms and flexibility in mathematics. In short, the controversy over "3 × 8" and "8 × 3" not only concerns the calculation results, but also the cultivation of thinking patterns, which deserves the attention of parents and educators. (New Society)