A multiple-probe-across-problem-sets (tasks) design was used to evaluate the effects of the Detect, Practice, and Repair (DPR) on multiplication-fact fluency development in seven third-grade students nominated by their teacher as needing remediation. DPR is a multicomponent intervention and begins with a group-administered, metronome-paced…

This submission contains the Proceedings of the 2015 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at the Université de Moncton in Moncton, New Brunswick. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of…

Two games and one activity designed to be used with a hand-held calculator are presented. (MK)

Focuses on children making sense of multiplication. In an activity called "Silent Multiplication," students use what they know about easier multiplication problems to solve increasingly difficult, related problems mentally. (Author/NB)

Determined effects of two task types on 12- and 13-year-olds' understanding of applications of multiplying and dividing positive numbers. Results indicate the persuasive nature of certain misconceptions and specific effects of context attributable to such aspects as relative familiarity. Implications of these and other results are discussed.…

This study involved 48 students ages 9 to 12. The 29 experimental group students, divided into small groups, performed learning exercises designed to improve skills in analyzing and processing expressions frequently included in addition and multiplication problems. The exercises helped significantly to improve problem-solving performance. (MNS)

Students in grades four-six were asked to complete multiplication examples and write a story problem (reported earlier, SE 533 279). Their stories were categorized in terms of their logic and realism. Many errors were noted, leading to the conclusion that knowledge of multiplication does not necessarily lead to logical multiplication. (MNS)

Eighty-seven pupils in grades 4-6 completed five multiplication examples and wrote a problem for another example. They were reasonably proficient, with mean scores of 82 percent in grade 4, 75 percent in grade 5, and 97 percent in grade 6. They did less well on developing a problem. (MNS)

The focus is upon the introduction of multiplication within the framework of an algorithm program. Analysis of some observations of student solutions to multiplication problems is included. (MN)

A calculator activity, described as a bingo game, emphasizes speedy calculations as well as problem solving. (JT)

A case is given against teaching division of fractional numbers. Types of problems usually solved by division are solved by methods involving only multiplication. (JP)

Using a great variety of word problems drawn from many contexts can make multiplication and division rules more relevant to the student's needs. (SD)

Suggestions for teaching problem solving which include the use of general models, variation of illustrations and terminology, and diagrams are illustrated for comparison multiplication word problems. (MN)

Described are activities and games incorporating a technique of "one step" which is used with children with learning difficulties. The purpose of "one step" is twofold, to minimize difficulties with typical trouble spots and to keep the step size of the instruction small. (Author/TG)

Explores mathematical methods children use to find answers for themselves. Describes some methods used for multiplication and subtraction problems. (YP)