NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1176556
Record Type: Journal
Publication Date: 2018-Mar
Pages: 6
Abstractor: As Provided
ISSN: ISSN-1307-9298
Helping Students to Automatize Multiplication Facts: A Pilot Study
Allen-Lyall, Barbara
International Electronic Journal of Elementary Education, v10 n4 p391-396 Mar 2018
Attaining automaticity with multiplication facts during the elementary school years provides students with a strong foundation for understanding the interrelationship of rational numbers and strengthening mathematics computation throughout schooling. Automaticity also supports the development of number sense and ongoing mathematics learning due to expansion of students' mathematics self-concept. This study explores the efficacy and feasibility of an intervention approach to facts acquisition for Grade 3 students in the northeastern U.S. Students in seven classrooms across two diverse suburban community schools participated in a ten-week supplementary intervention program designed to improve motivation for facts memorization and increase facts automaticity. An assessment of facts acquisition and retention was administered to participants the following September upon entering Grade 4. Analysis shows significant growth in facts acquisition and retention across study groups when compared to 4th grade students' facts retention in the study schools during September of the previous year.
International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A