Abstract
Attaining automaticity with multiplication facts during the elementary school years provides students with a strong foundation for understanding the interrelationship of rational numbers and strengthening mathematics computation throughout schooling. Automaticity also supports the development of number sense and ongoing mathematics learning due to expansion of students’ mathematics self-concept. This study explores the efficacy and feasibility of an intervention approach to facts acquisition for Grade 3 students. Students in seven classrooms across two diverse suburban community schools participated in a ten-week supplementary intervention program designed to improve motivation for facts memorization and increase facts automaticity. An assessment of facts acquisition and retention was administered to participants the following September upon entering Grade 4. Analysis shows significant growth in facts acquisition and retention across study groups when compared to 4th Grade students’ facts retention in the study schools during September of the previous year. Keywords: elementary school students, mathematics, multiplication facts, automaticity
Highlights
Attaining automaticity with multiplication facts is both a desirable and commendable accomplishment for elementary school students. This learning task requires considerable effort for most children (Burns, Ysseldyke, Nelson, & Kanive, 2015; Mahler, 2011), even with assistance by teachers in classrooms and families beyond the school day. It is a challenging process for many children, and for some teachers and families in support of students, allocating time and utilizing effective methods for acquiring multiplication facts automaticity is well spent given that facts automaticity has a significant impact on flexible computation, mathematics self-concept, and understanding of more advanced mathematical concepts during the elementary school years and into secondary education (Codding, Burns, & Lukito, 2011; Geary, 1994; National Research Council, 2005)
Internalized facts allow for efficient mental computations that make easier multi-step problem solving or recognizing and making connections between mathematical concepts, such as multiplication and division, ratio comparison, fraction equivalencies, or exploration of object relationships in the world of geometry (Chapin & Johnson, 2006; National Research Council, 2005)
An important finding is that the correlation between attempted correct and correct solutions out of all possible facts (.499) sits on the precipice of fitting into the medium range generally accepted for correlations (.500). These results suggest that treatment group students attempted to complete more items on the facts assessment inventory and, in the process, provided more correct solutions than comparison group students
Summary
Attaining automaticity with multiplication facts is both a desirable and commendable accomplishment for elementary school students This learning task requires considerable effort for most children (Burns, Ysseldyke, Nelson, & Kanive, 2015; Mahler, 2011), even with assistance by teachers in classrooms and families beyond the school day. It is a challenging process for many children, and for some teachers and families in support of students, allocating time and utilizing effective methods for acquiring multiplication facts automaticity is well spent given that facts automaticity has a significant impact on flexible computation, mathematics self-concept, and understanding of more advanced mathematical concepts during the elementary school years and into secondary education (Codding, Burns, & Lukito, 2011; Geary, 1994; National Research Council, 2005). Helping children to be successful with this seemingly small element of early mathematics learning truly matters in a world rife with challenges requiring the mathematical communication of ideas between and within fields (D’Ambrosio & D’Ambrosio, 1994; Thomas, 2001)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
