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Identifier	Thesis 2145
Author	Smith, Amber R., 1981-
Title	Using music as a mnemonic strategy to increase multiplication fluency
Publisher	Central Connecticut State University
Date	2011; *
Resource Type	Master's Thesis
Notes	Many teachers today use various strategies when teaching mathematics. The focus is often on mastering underlying concepts, like multiplication facts. These multiplication facts must be memorized and students must be able to retrieve them quickly and readily, in order to solve more complex problems. In order for students to quickly retrieve multiplication facts, these facts need to be recalled from memory. Mnemonic strategies are systematic strategies used for long term retention and retrieval of information. These strategies include acronyms, rhyming, and music. The purpose of this study was to examine what effect music, a mnemonic strategy, had on the memorization and recall of multiplication facts. The literature review suggests that memory and recall can be enhanced when mnemonic strategies are used. This study was conducted on two third grade classrooms. One classroom was the control group and the other classroom was the experimental group, with a total of 40 students involved in this study. Both groups received the same instruction on the topic of multiplication, according to the district's curriculum and standards. The experimental group listened to twelve songs that “taught” the multiplication facts. Both groups' pre-tests and post tests were analyzed. An analysis of variance was used to analyze the students' scores on both tests. This study concluded that there is not a statistically significant difference on the memorization and recall of multiplication facts for students who used music as a mnemonic device.
Subject	Mathematics -- Study and teaching (Primary) Music in mathematics education
Department	Department of Mathematical Sciences
Advisor	Halloran, Philip P
Type	Text
Digital Format	application/pdf
Language	eng
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