The Moderating Role of Mathematical Skill Level when Using Curricular Methods to Learn Multiplication Tables

Abstract

The moderating role of mathematical skill level when using curricular methods to learn multiplication tables. Psicología Educativa. Ahead of print.

Conceptual Framework to Design and Develop “Grid and Game” Module for Remedial Pupils

“…The word problem provides a setting where the size of the group (multiplicand) and the number of groups (multiplier) are made explicit inside the word problem because early multiplication issues employ discrete amounts rather than exposing students to multiplication like 4 x 5 (Polo-Blanco et al, 2022). Repetitive additions could be used to solve multiplication, but these techniques place heavy demands on verbal working memory and raise the likelihood of errors (García-Orza et al, 2021).…”

The effect of retrieval practice on fluently retrieving multiplication facts in an authentic elementary school setting

“…For their pupils to acquire multiplication fact fluency, teachers use a variety of learning strategies, such as coloring in table squares, doing tests, writing down the facts, “looking at them,” listening to tapes, chanting them out loud, or using flashcards (e.g., Olfos & Isoda, 2021; Steel & Funnell, 2001). Although these learning strategies are often applied in combination (drill, practice, and modeling, see Codding et al, 2011) and this produces positive effects on acquiring multiplication fact fluency, it remains unclear which learning strategy causes this effect and is used best to enhance pupils' multiplication fact fluency in an authentic elementary school setting (e.g., García‐Orza et al, 2021; NMAP, 2008).…”

“…Compared to restudy, classroom research shows larger short‐term than long‐term benefits for retrieval practice (Agarwal et al, 2021), whereas laboratory research often only shows long‐term benefits for retrieval practice (e.g., Roediger & Karpicke, 2006; Wheeler et al, 2003). Assessing the long‐term effects of retrieval practice in classroom research is also relevant from a practical point of view, because multiplication fact fluency is needed throughout a pupil's entire math career (Campbell & Xue, 2001; García‐Orza et al, 2021; NMAP, 2008).…”

“…Fluently retrieving simple multiplication facts (e.g., 2 × 4 = 8) is included as a goal in elementary school math curricula across the world (e.g., Alcock et al, 2016; Common Core State Standards Initiative, 2010; Department for Education, 2013; National Council for Teachers of Mathematics [NCTM], 2000). Quickly and accurately retrieving the answer to a simple multiplication problem (i.e., 2 × 4 = …), referred to as multiplication fact fluency, increases overall math scores (e.g., Campbell & Xue, 2001; Dotan & Zviran‐Ginat, 2022; García‐Orza et al, 2021; Hasselbring et al, 1988), and provides the foundation for dealing with a great diversity of numerical‐problem‐solving situations in everyday life (Campbell & Xue, 2001; García‐Orza et al, 2021; National Mathematics Advisory Panel [NMAP], 2008).…”

“…Instead, they mostly rely on slower and less accurate procedural strategies, such as deriving the answer from another known fact (Steel & Funnell, 2001). This finding is concerning, because when children cannot rely on multiplication fact fluency, their working memory becomes overloaded when more complex math problems, such as divisions, calculating percentages, and multi‐digit multiplications need to be solved, which eventually will negatively influence the overall math scores (e.g., Bryant et al, 2008; Fuchs et al, 2008; García‐Orza et al, 2021). To be able to count on direct retrieval when solving simple multiplication problems, children need effective learning strategies that help them to encode these facts in long‐term memory, such as retrieval practice (for reviews, see Adesope et al, 2017; Agarwal et al, 2021).…”