This article offers specific strategies to diagnose and remediate difficulties students may have in learning multiplication facts. Analyzes strategies students use to go from a known fact to an unknown fact. The point is made that, for many students, the order of interpretation of a number fact may affect accuracy. (DB)

A parent intervention using the "Copy, Cover, and Compare" method of teaching multiplication facts to an 8-year-old with learning disabilities was examined. Results indicated that repeated use of the 16-minute procedure was successful in increasing percent correct for the targeted multiplication facts. (Author/DB)

Curriculum for teaching multiplication and division story problems was delivered via either computer-assisted tutorial or teacher-assisted instruction to two groups of mildly handicapped middle school students (n=19). No significant differences were found, indicating that computer-assisted instruction is effective when sound instructional design…

Described is an approach to computational matrix algebra that takes advantage of a high quality, low cost microcomputer software package. The examples and applications discussed focus on matrix multiplication. (Author/CW)

Describes environments for concretely enacting multiplication and division. Discusses difficulties occurring when students use one of the concrete environments to model situations involving modified environments. (YP)

Studied were the misconceptions that preservice elementary teachers have about multiplication and division. Results indicated that they are influenced by the same primitive models as students; the most common errors made by both groups are quite similar. (MNS)

This article explains how to use constant time delay to teach multiplication facts to students who have learning disabilities. Specific techniques for using time delay on an individual or small group basis are outlined, a sample student data sheet is presented, and the role of reinforcement is addressed. (Author/JDD)

This study compared the effects of two cover, copy, and compare interventions on the written multiplication performance of two elementary school students with behavioral disorders. The verbal response condition resulted in greater increases in written multiplication performance and occasioned more than twice the number of opportunities to respond…

This article offers multiplication fact memorization training techniques that have been successfully used with students with learning disabilities in resource room and clinical settings. Techniques include organizing the facts, using finger multiplication, visual mnemonic flashcards, and musical reinforcement. (DB)

Using R. S. Siegler's retrieval-required task, 19 male and 22 female third graders were examined before they had been introduced to multiplication in school. Examination of error patterns suggests that the basic assumptions of the distribution-of-associations model need to be tested directly and that the retrieval-required task confounds retrieved…

Reports on the findings obtained from teaching initial multiplication concepts, skills, and principles to students with disabilities, low-achieving students, and students who were achieving normally in inclusive, general-education settings. Contains 52 references. (ASK)

A study compared the effects of immediate self-correction, delayed self-correction, and no correction on the acquisition and maintenance of multiplication facts by a fourth-grade student with learning disabilities. Results indicate that both correct response rate and accuracy were higher when self-corrections were immediate rather than delayed or…

College students were exposed to two pairs of mathematics assignments. Assignment Pair A included a high-effort assignment containing 18 long three-digit ? two-digit (3?2) multiplication problems with all numerals in each problem being equal to or greater than four and a moderate-effort assignment that contained nine long problems and nine…

Mathematics majors' study of abstract algebra should provide these students with opportunities to connect what they are learning to their prior experiences with algebra in high school. This paper illustrates how such connections can be used to motivate the notion of binary operation and the axioms for a group.

Chapters 5 through 10 of a 14-chapter, three-volume work on arithmetical applications are contained in this document. Each chapter details the "use classes" of one broad arithmetical concept. (A "use class" of a concept is a set of examples of real world uses of the concept which share a common structure). Each chapter…