Helping a Student with Learning Disabilities Memorize Multiplication Facts

Abstract

A sixth grade student's ability to memorize multiplication facts was investigated. The overall goal of the work was to improve the student's understanding and knowledge of basic multiplication facts (0-10) for the zeroes, to fives. There were 66 facts, for example 4 x 6 = 24. The student had been taught multiplication concepts in her elementary years and she did have a basic understand of the meaning of multiplication facts as shown on a pretest. She understood that 4 x 6 is a representation of four sets of six or 6 + 6 + 6 + 6 = 24. The student's previous knowledge and history were used to develop an individualized education plan to help her have a better understanding of the concept and to memorize basic multiplication facts. The interventions were concrete, semi-concrete, and abstract models of instruction. A pretest was given prior to the sessions and a posttest was given after the sessions. The number of sessions was determined based on the student's ability to learn the concepts. The student was successful at memorizing multiplication facts for the zeroes through fives. The next study will be to help the student achieve automaticity of the multiplication facts. AbstractA sixth grade student's ability to memorize multiplication facts was investigated. The overall goal of the work was to improve the student's understanding and knowledge of basic multiplication facts (0-10) for the zeroes, to fives. There were 66 facts, for example 4 x 6 = 24. The student had been taught multiplication concepts in her elementary years and she did have a basic understand of the meaning of multiplication facts as shown on a pretest. She understood that 4 x 6 is a representation of four sets of six or 6 + 6 + 6 + 6 = 24. The student's previous knowledge and history were used to develop an individualized education plan to help her have a better understanding of the concept and to memorize basic multiplication facts. The interventions were concrete, semi-concrete, and abstract models of instruction. A pretest was given prior to the sessions and a posttest was given after the sessions. The number of sessions was determined based on the student's ability to learn the concepts. The student was successful at memorizing multiplication facts for the zeroes through fives. The next study will be to help the student achieve automaticity of the multiplication facts.

Helping a Student with Learning Disabilities Develop Automaticity with Multiplication Facts

“…It took several months for the subject in this study to memorize the multiplication facts for the ones to fives. The student was quite successful at reciting the multiplication facts for the ones to fives, using skip counting on her fingers [1].…”

“…The researcher had worked with the student in four previous studies [1], [38], [39], [40]. The student's previous knowledge and history were used to develop an individualized education plan to help her memorize multiplication facts (0-10) for the ones through fives [1]. The study showed that the student had a conceptual understanding of basic multiplication facts; but did not have them memorized.…”

“…The posttest showed that she could provide the solution to a given multiplication fact, name the multiplication fact of a given an illustration of a fact and provide an illustration for a given multiplication fact with 100% accuracy. The student was able to memorizing multiplication facts (0-10) for the ones to fives over a two month period [1]. The purpose of the current study was to provide automaticity for of the (0-10) facts for the ones to fives.…”

“…

An eighth-grade student, was able to memorize multiplication facts (0 to 10) for the zeroes to fives with 100% accuracy. In a previous study [1] the student used skip counting and her hands to recall all the facts for the ones to fives. The overall goal of the current study was to improve the student's automaticity of multiplication facts (0-10) for the ones through fives, such as 4 x 6 = 24.

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Developing Money Concepts with a Special Needs Student

“…The researcher had worked with the student in six previous studies [1], [2], [3], [4], [5], [6]. The student's previous knowledge and history were used to develop an individualized education plan to help her count money and change.…”