Multiplicative thinking is the key to the development of mathematical ideas in the secondary school and in tertiary study. Research suggests that many students are not gaining these ideas in the middle years of schooling and are consequently avoiding or failing more advanced mathematics courses. An understanding of why and how the concept of multiplication emerged in mathematics may well be one way of providing a full background to multiplicative thinking for teacher and student alike. In particular, examining the historical paths that were followed in moving from procedures to produce accurate results along with the forces that led to extended notions of number may assist students and their teachers to gain a deeper understanding of the full meanings for multiplication that will be required.