Dyscalculia, or mathematics learning disorders, is currently known to be heterogeneous (Wilson & Dehaene, 2007). While various profiles of dyscalculia coexist, a general and persistent hallmark of this math learning disability is the difficulty in memorizing arithmetic facts (Geary, Hoard & Hamson, 1999; Jordan & Montani, 1997; Slade…

Although learning mathematics certainly depends upon accurate understanding of the facts of multiplication, it requires much more. This study examines the relationship between a meaningful understanding of arithmetic operations and the mastery of basic facts. The study began with a joke about a mistaken mathematical fact. The children appreciated…

Knowledge and skill in multiplication were investigated for late elementary-grade students with mathematics learning disabilities (MLD), typically achieving age-matched peers, low-achieving age-matched peers, and ability-matched peers by examining multiple measures of computational skill, working memory, and conceptual knowledge. Poor…

First, fourth, seventh, and tenth graders were timed when solving simple and complex addition problems, then were presented similar problems in untimed interviews. Manipulation of confusion between addition and multiplication, where multiplication answers were given to addition problems (3 + 4 = 12) indicated an interrelatedness of these…

The purpose of this study is to examine what effects the mnemonic devices of pictures and stories have on the memorization and recall of multiplication facts. This study was conducted on a fourth grade classroom in which the students were divided into three groups. The first group was given standard flashcards, the second group was given a set of…