Number of repetitions required to retain single-digit multiplication math facts for elementary students.

Abstract

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.

The Importance of Automaticity Development in Mathematics

“…The findings from this study are consistent with other research provided by Burns et al (2014) and Stickney et al (2012). Students are continuing to struggle with single digit multiplication problems and this is not only affecting them now, it is also putting their success in the future in jeopardy.…”

“…data from a national database (MathFacts in a Flash) to gather information about students' ability to solve basic multiplication problems. Burns et al (2014) inquired about three different research questions. The first looked at the effect of math fact type and number of repetitions needed, the second question looked at the effect of math skill on the number of repetitions needed, and the third question looked at the effect of grade level on the number of repetitions needed.…”

Subskill mastery among elementary and middle school students at risk in mathematics

“…The interpretive value of mastery is likely dependent on the goals of the test (e.g., readiness to progress to another subskill vs. readiness for higher‐order application) as well as the specific criterion for mastery. Although 80% mastery is often seen as an acceptable indicator of mastery in math (Butler et al., ; Zimmerman & Dibenedetto, ), other research has used values as high as 100% (Burns et al., ), and reading research suggests a negative impact on higher‐order skills when accuracy falls below 95% (Burns et al., ; Jenkins, Fuchs, van den Broek, Espin, & Deno, ). Thus, research is needed to evaluate whether substantive differences exist in student understanding contingent on the way in which mastery is defined.…”

Imagine Math Facts Improves Multiplication Fact Fluency in Third-Grade Students

“…Indeed, prior performance determines the presentation and testing order of specific math facts. As with all other academic subjects, students achieve math fact fluency at different rates and master some facts faster than others (Burns et al 2015). Therefore, based on the principles of item response theory and computer-adaptive testing, the Timez Attack program continuously monitors a student's performance so instructional time is focused on unmastered math facts (Shapiro et al 2015).…”

“…Achieving this can be difficult. Students acquire math fact fluency at different rates and therefore need varying degrees of practice before achieving fluency and automaticity for all math facts (Burns et al 2015). Also, the ratio of known to unknown facts will vary by student and change over time.…”