Number of Repetitions Required to Retain Single-Digit Multiplication Math Facts for Elementary Students

被引：23

作者：

Burns, Matthew K. ^{[1
]}

Ysseldyke, Jim ^{[2
]}

Nelson, Peter M. ^{[3
]}

Kanive, Rebecca ^{[2
]}

机构：

[1] Univ Missouri, Coll Educ, Columbia, MO 65211 USA

[2] Univ Minnesota, Educ Psychol, Minneapolis, MN 55455 USA

[3] Penn State Univ, Educ Psychol Counseling & Special Educ, University Pk, PA 16802 USA

来源：

SCHOOL PSYCHOLOGY QUARTERLY | 2015年 / 30卷 / 03期

关键词：

Math fluency; multiplication facts; repetition; MATHEMATICS; FLUENCY; INSTRUCTION; INTERVENTIONS; AUTOMATICITY; LEVEL; DISABILITIES; ACQUISITION; ATTENTION; CHILDREN;

D O I：

10.1037/spq0000097

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Computational fluency is an important aspect of math proficiency. Despite widely held beliefs about the differential difficulty of single-digit multiplication math facts, little empirical work has examined this issue. The current study analyzed the number of repetitions needed to master multiplication math facts. Data from 15,402 3rd, 4th, and 5th graders were analyzed using a national database. Results suggested that (a) students with lower math skills required significantly (p < .001) more repetitions than more skilled students; (b) across all students, single-digit multiplication facts with 4s, 5s, 6s, and 7s required significantly (p < .001) more repetition than did 2s and 3s; and (c) the number of practice sessions needed to attain mastery significantly (p < .001) decreased with increase in grade level. Implications for instructional planning and implementation are discussed.

引用

页码：398 / 405

页数：8

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