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50 Years of ERIC
50 Years of ERIC
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ERIC Number: ED469632
Record Type: RIE
Publication Date: 2002-Jul
Pages: 58
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Using Mnemonic Strategies in Fourth Grade Multiplication.
Zutaut, Anita Kay
Even in today's mathematics classroom, where teachers often focus primarily on mastery of underlying concepts, students struggle to commit the multiplication table to memory. Facility in multiplication involves both an understanding of the concepts and memorization of the facts. Successful memorization of the one hundred basic multiplication facts improves a child's ability to solve more involved problems. While experts agree that students must quickly retrieve multiplication products from memory, existing research draws varied conclusions concerning the effectiveness of different approaches to helping students memorize multiplication facts. In this study, the researcher used mnemonic devices to review basic multiplication facts with a group of fourth grade students who had previous instruction in multiplication. The researcher conducted this study with twenty-three students from a public school in East Tennessee. Prior to the study, the researcher administered an informal timed test of single-digit multiplication problems. Using results obtained in the screening, the researcher formed a control group and an experimental group of assumed equal abilities. During twelve days in a three-week period, the researcher removed each group from the classroom for a teacher-directed practice session of multiplication facts. The control group used repetition to review basic facts while the researcher presented the experimental group with a mnemonic device to help subjects remember each fact. Practice sessions lasted for ten minutes. After the study, all subjects took a timed post- test of single-digit multiplication facts. An independent sample t-test analyzed the raw scores from the post-test. Results indicated that practicing multiplication facts with mnemonic devices did not produce significant differences in the mean scores of fourth grade students on a timed multiplication test. The researcher retained the null hypothesis. (Contains 41 references.) (Author/YDS)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Tennessee
Note: Master of Arts Action Research Project, Johnson Bible College.