I think the author is trying to say that _from a teaching point of view_, thinking of multiplication as a kind of addition is suboptimal.
Because you can indeed multiply through repeated addition (which she acknowledges), repeated addition is one valid way to look at multiplication. But it might not be the maximally helpful framework for students.
Because you can indeed multiply through repeated addition (which she acknowledges), repeated addition is one valid way to look at multiplication. But it might not be the maximally helpful framework for students.