Using Structured DrillandPractice for Memorizing Multiplication Facts

1
Using Structured Drill-and-Practice for
Memorizing Multiplication Facts

• Kimberly Suchy
• EDUC 605
• Summer 2005

2

• Should multiplication
• facts be understood or memorized?

3
Drill-and-Practice Method

• Structured program
• Individualized
• Efficient
• Generalization

4

• When students fail to master multiplication
  tables, they bring their progress in arithmetic
  to a standstill.
• Lombard and Drabman (1985) as cited in Koscinski
  and Gast (1993)

5
Multiplication Facts A Building Block

• Multiplication facts are used in basic
  calculations as well as in more complex math
  problems.
• Memorization is natural for some students,
  difficult for other students.
• Students need to be fluent and efficient in order
  to be successful in math.

6
Time Delay Method

• One-on-one instruction
• Material was individualized and adjusted after
  each session
• Answer period of 4 seconds
• Given verbal assistance and feedback accordingly
• (Koscinski Gast, 1993)

7
Time Delay Method

• Students gained confidence from one-on-one
  instruction and positive feedback
• The students took an average of 12 sessions to
  reach 100 accuracy
• (Koscinski Gast, 1993)

8
Interspersal Drill Ratios

• Learning multiplication facts by keeping some
  known facts while adding in unknown facts
• Unknown (acquisition) facts
• Known (maintenance) facts
• At what ratio will students be most successful?
• (Cooke and Reichard, 1996)

9
Interspersal Drill Ratios

• Students had one-on-one instruction
• Peer tutoring
• Flashcard practice
• 70 acquisition to 30 maintenance was the best
  ratio to promote student learning and prevent
  frustration
• (Cooke and Reichard, 1996)

10
Generalization

• Able to apply facts outside of experimental
  setting
• Able to apply facts in a variety of forms
• Paper-and-pencil tests
• Vertical and horizontal orientations
• Reverse facts
• Able to apply facts to complex math situations

11

• Memorizing multiplication facts through
  drill-and-practice is an effective and successful
  strategy for helping students learn their facts.

12
References

• Cooke, Nancy L. Reichard, Shannon M. (1996) The
  effects of different
• interspersal drill rations on acquisition and
  generalization of
• multiplication and division facts. Education
  and Treatment of Children,
• 19(2), 124-142. Retrieved June 6, 2005, from
  Academic
• Search/EBSCO database.
• Koscinski, Susan T. Gast, David L. (1993). Use
  of constant time delay in
• teaching multiplication facts to students with
  learning disabilities.
• Journal of Learning Disabilities, 26(8),
  533-546. Retrieved June 6,
• 2005, from Academic Search/EBSCO database.