Learning channel intervention to develop and generalize fluency in multiplication facts.

2005 ◽  
Vol 2 (2) ◽  
pp. 103-111 ◽  
Author(s):  
Sang S. Nam ◽  
Mimi Spruill
Keyword(s):  
Multiplication Facts

Utilizing Brief Functional Analysis of Generalization to Evaluate Acquisition Across Multiplication Facts

2010 ◽  
Author(s):  
Sara E. House ◽  
Gary J. Duhon ◽  
Sarah Blackburn-Ellis ◽  
Jennifer Ho ◽  
Kara Branz ◽  
...  
Keyword(s):  
Functional Analysis ◽  
Multiplication Facts ◽  
Brief Functional Analysis

Using Constant Time Delay Procedures to Teach Multiplication Facts

1990 ◽  
Vol 11 (1) ◽  
pp. 54-59 ◽  
Author(s):  
Catherine Alig Cybriwsky ◽  
John W. Schuster
Keyword(s):  
Time Delay ◽  
Constant Time Delay ◽  
Constant Time ◽  
Multiplication Facts

scholarly journals Retrieval-induced forgetting of multiplication facts and identity rule

2014 ◽  
Vol 43 (4) ◽  
pp. 672-680 ◽  
Author(s):  
Jamie I. D. Campbell ◽  
Kate D. Dufour ◽  
Yalin Chen
Keyword(s):  
Multiplication Facts ◽  
Induced Forgetting

Integrating Accessible Multiplication Games into Inclusive Classrooms

2012 ◽  
pp. 273-292
Author(s):  
Cindy L. Anderson
Keyword(s):  
Elementary School ◽  
Statistical Analysis ◽  
School District ◽  
Universal Design ◽  
Fourth Grade ◽  
Inclusive Classrooms ◽  
Covariance Analysis ◽  
Analysis Of Covariance ◽  
Elementary School District ◽  
Multiplication Facts

Two accessible games were the focus of a study involving inclusive fourth grade classrooms in a suburban Chicago elementary school district. The games were created using software with universal design capability and were designed to teach multiplication facts. Data were collected that compared the classes using the software with classes that did not use the software. The statistical analysis used in the design of the study was analysis of covariance using a pretest assessment of multiplication facts as the covariate. Students used the games twice a week for four weeks during a period of 40 minutes a day. Results indicated a gain in accuracy of multiplication facts on the part of the groups using the games, but not enough to demonstrate significance. In addition to the analysis of covariance analysis, selected classes filled out surveys designed to measure the students’ opinions of the games and their effectiveness. Results of the surveys indicated that the students were somewhat unsure about their effectiveness as a tool to learn multiplication facts but found them enjoyable to play. Interpretation of both of these results is provided.

Strategy Instruction and Maintenance of Basic Multiplication Facts through Digital Game Play

2013 ◽  
Vol 3 (2) ◽  
pp. 36-54 ◽  
Author(s):  
André R. Denham
Keyword(s):  
Conceptual Understanding ◽  
Strategy Instruction ◽  
Digital Game ◽  
Game Play ◽  
Multiplication Facts ◽  
Instructional Content ◽  
Narrow View ◽  
Significant Difference ◽  
Concurrent Development ◽  
Stages Of Learning

Formative instruction on multiplication primarily focuses on rote memorization. This leads to factual fluency, but also develops a narrow view of multiplication and hinders the development of conceptual understanding. Theory and research recommend the concurrent development of conceptual understanding and factual fluency during the initial stages of learning about multiplication. Woodward (2006) conducted a field study to investigate this instructional approach and found a significant difference between those who received instruction on multiplicative properties and timed-drills of multiplication facts on a conceptual measure than those who only spent time on timed drills. This study investigated the efficacy of integrating the same approach within a digital game. There was a significant decrease between pre- and post- measures of participants timed retrieval of multiplication facts, but no differences were found between conditions on pre- and post-measures of conceptual understanding. These findings indicate that special attention must be paid to intrinsic integration of instructional content in order to address conceptual understanding through digital game play.

scholarly journals Production, verification, and priming of multiplication facts

1987 ◽  
Vol 15 (4) ◽  
pp. 349-364 ◽  
Author(s):  
Jamie I. D. Campbell
Keyword(s):  
Multiplication Facts
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