Presented is an activity where students determine the multiplication tables of groups of small order. How this can be used to help develop an understanding of the concept of group isomorphism is explained. (KR)

Six male elementary school students with learning disabilities were taught multiplication facts using a computer software program with a five-second constant time delay procedure. Results indicated that the computer-assisted instructional program was effective. Learning generalized with varying degrees of success. (Author/JDD)

Investigated the use of the pronoun "it" by a nine-year-old girl as a concept variable conveying the message that she had something in mind that she believed the listener understood. (MDH)

Investigates the effect of mental schemes corresponding to additive and multiplicative situations in the process of interpreting and solving problems. Classifies relative difficulties of problems according to their situations which are considered through a written test administered to pupils in grades 2, 3, and 4. Supports the assumption that…

Describes an informal research activity in which third grade students invent their own algorithms for multidigit multiplication and division. Discusses teaching implications and action research ideas. (ASK)

Examined two possible explanations for the arithmetic tie effect: faster encoding of tie problems versus faster access to arithmetic facts. Found that the tie effect vanished with heterogeneous addition problems, and for seven out of eight participants, the effect vanished with heterogeneous multiplication problems. Concludes that the tie effect…

Research suggests component skill performance has a strong positive relationship with composite skill performance. This study examined the association between accuracy and fluency for the component-composite relationship within multiplication. One hundred and fifty-seven fifth-graders did one-minute assessments for single-digit, and multi-digit…

Previous research suggested that Incremental Rehearsal (IR; Tucker, 1989) led to better retention than other drill practices models. However, little research exists in the literature regarding drill models for mathematics and no studies were found that used IR to practice multiplication facts. Therefore, the current study used IR as an…

Mathematics and art are often considered opposites in the traditional curriculum. In this project with fourth graders, mathematics and art provided a springboard for using fractions, in particular, the multiplication of fractions, using Chinese kites. The project began with a discussion of, "What does an artist really do in a mathematics…

This study explores the ways in which eleven preservice elementary teachers used a web-based teacher resource to apply a mathematical definition, to correct a procedural error in arithmetic, and to make sense of a story requiring the multiplication of fractions. In our analysis we propose a framework to compare the behaviors and values expressed…

The abilities of 19 adult students with dyslexia and 19 students without dyslexia to recall number facts were compared. Despite being matched for estimated IQ, the dyslexic students were less accurate than the non-dyslexic students when answering subtraction and multiplication questions. When the dyslexic students answered addition and subtraction…

Automaticity in math facts has been of considerable interest to special educators for decades. A review of the intervention literature suggests at least two common approaches to developing automaticity in facts. One is grounded in the use of strategies for teaching facts, the other emphasizes the use of timed practice drills. Recent research…

This book is a compilation of recent research on the development of multiplicative concepts. The sections and chapters are: (1) Theoretical Approaches: "Children's Multiplying Schemes" (L. Steffe), "Multiplicative Conceptual Field: What and Why?" (G. Vergnaud), "Extending the Meaning of Multiplication and Division" (B. Greer); (2) The Role of the…

This essay clarifies what it means to know mathematics by examining ways of knowing multiplication and explores what those ways of knowing imply for the teaching and learning of mathematics in schools. It reviews the perennial argument about whether computational skill or conceptual understanding should guide the school curriculum. A mathematical…

This study compared the error patterns of third- and fourth-grade children on addition, subtraction, and multiplication exercises in horizontal and vertical formats. The research design used parallel eight-item tests for each operation; the only difference between items on parallel forms was the formal (horizontal or vertical) of the computational…