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ERIC Number: ED457000
Record Type: Non-Journal
Publication Date: 2001-Oct
Pages: 41
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Lattice Method Used in Teaching Multiplication with Whole Numbers and Decimals to Students with Learning Disabilities.
Gu, Wenyuan
The purpose of the study was to help teachers understand the importance of using the Lattice Method in teaching multiplication with whole numbers and decimals to students with learning disabilities. The common errors made by learning disabled students in multiplication with whole numbers were analyzed. In the study, students with learning disabilities were able to do multiplication by the traditional way only with 15% accuracy, but they skillfully used the Lattice Method to multiply more than 2 digit numbers with more than 97% accuracy. Special education teachers who used the method to teach their students multiplication with whole numbers and decimals achieved great success in their classes. The method ensured that students with learning disabilities avoided misplacing place value and other errors in multiplying algorithms. Proper instructions greatly reduced the repetition of student errors in multiplication. It was also found that students were not able to multiply two or three digits in the traditional way, but they were able to multiply two or more digits with the Lattice Method in accuracy ranging from 90% to 100%. In addition, the method was used to teach decimal multiplication to students with learning disabilities very effectively. Overall, statistically significant differences between the two tests were found on the pre-test (significant at the 0.01 level) and the post-test (significant at the 0.05 level) on the basis of the formula of Chi-square. Students obtained much higher scores in the test with the Lattice Method than with the traditional way of multiplication. Above all, this method improved self-esteem and self-confidence in the students. (YDS)
Publication Type: Guides - Non-Classroom; Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A