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Increasing Proficiency in Recalling Multiplication Facts for Middle Level Students: Numeric Strategies versus a Rote-Fact Rehearsal Strategy

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Identifier	Thesis 1957
Author	Pantages, Joanna
Title	Increasing Proficiency in Recalling Multiplication Facts for Middle Level Students: Numeric Strategies versus a Rote-Fact Rehearsal Strategy
Publisher	Central Connecticut State University
Date	2008
Resource Type	Master's Thesis
Notes	The purpose of this study was to determine if numeric fact strategies or a rote-fact rehearsal strategy would increase student recall of multiplication facts for middle level students. An additional goal of this study was to determine if numeric fact strategies increase student multiplication fact fluency significantly more than a rote-fact rehearsal strategy. Within the experiment there were two groups studied. They included 11 students who participated in the numeric fact strategies group and 12 students who participated in the rote-fact rehearsal group. Using a multiplication fact assessment and the Mann-Whitney Test for analysis, both groups were shown to be statistically equivalent at the start of the study. During a period of seven weeks, the numeric fact strategies group learned and applied various multiplication fact strategies including counting up or back, starting from a known fact, doubling or halving, and breaking apart and adding. Within this same period of time, the rote-fact rehearsal group practiced their facts repeatedly using worksheets while having the correct answers visible to them. After the study concluded, students were given a post-test using the same multiplication fact assessment. These scores were used to compare the pre and post data from each group to determine whether any significant gains were made using a Wilcoxon Signed Rank Test. Also, post-test scores were used to determine if the two groups were still statistically equivalent using a Mann-Whitney Test. After seven weeks it was determined that both a numeric fact strategies approach and a rote-fact rehearsal approach improved student recall of multiplication facts. Therefore both methods would be effective in assisting middle level students in increasing their fluency. However, after comparing the two groups after the seven week period, they were no longer statistically equivalent. It was determined by the Mann-Whitney Test that the numeric fact strategies group's scores were statistically higher than those of the rote-fact rehearsal strategy group. Furthermore, this would suggest that teaching students numeric fact strategies has potential to show greater fact recall and automaticity than the rote-fact rehearsal strategy.
Subject	Multiplication -- Study and teaching (Middle school) Arithmetic -- Study and teaching (Middle school)
Department	Department of Mathematical Sciences
Advisor	Gould, S. Louise
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	713733932
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