Literature Review on Mathematics Facts

I have been researching the best ways to teach students basic multiplication mathematics facts.  Through my research I have found that there are a lot of different strategies to choose from.  I spoke with several mathematics professors to see who they thought were the experts in the field of mathematics facts instruction.  The top names that came up were Susan O'Connell, Brian Poncy and Alan Walker.

So why is it so important for students to know their mathematics facts?

According to Poncy (2010) students that have mastered basic skills will have an easier time working on more complex mathematical skills.  When students have mastered these basic facts, they require less time and mental energy to solve problems like 3/4 x 5/9.  The two multiplication problems the student have to solve is less complicated by having to figure out 4 x 9 by counting on their fingers or other strategies.  This allows students to work more quickly and keeps them focused on the process of solving the possible multiple step problem. 

Mastery of basic math skills is critical to students' success, and it is important that the instruction of these skills get the same consideration as any other subject.  While many sixth grade students know their basic mathematics facts, others are struggling to learn even the simplest facts, such as 3 + 2.  Part of my job is to ensure I do everything I can to have students master these skills so they can meet their future classes with success. 

So now the question remains; whose strategy should I use?

Brian Poncy has the Detect, Practice, Repair (DPR) strategy were students complete a pretest to determine which facts are their weakness, go through a practice phase where they get repeated practice of those facts they struggled with.  Finally they take a post-test and graph their results.  This strategy gets results that stick.  The study shows that all participants made gains with the facts they were working on.  The students working on multiplication went up 6.2 digits correct per minute.  Part of this strategy is maintaining the skills.  The results show that students over time remember the facts that they had learned. 

Susan O'Connell's method students focus on "investigating the meaning of mathematics facts through hands-on activities and thoughtful discussions, explore strategies to support their understanding of numbers, and then engage in strategic practice to memorize the facts provides students with a strong balanced foundation for mastery" (O'Connell, p. 5).

At this point I am still waiting on the data for the above strategies.  If anyone has any relevant information about the above strategy I would be very appreciative if you could leave me a comment.

Alan Walker's strategy to help students' master their mathematics facts in the language/story approach.  In this approach the classroom teacher uses stories, rhyming words and mnemonic devices.  this strategy requires a 30 day teaching session, with each meeting lasting 30 minutes.  in this curriculum, each number between two and nine is assigned a rhyming mnemonic.  For example, two is shoe, three is tree, and four is door; so three times four equals elf (twelve).  This multiplication problem would then have a story linked to it with drawings to go with it to help with student's recall.

Research (Mahler, 2011) shows that on the time pre and post-test students showed an increase in performance of a 46% gain.  In the untimed post-test the lowest performing students were able to have even more dramatic results for themselves.  In the untimed tests these students increased their scores by 47%.  A delayed post-test was also given to track stduents' retention with their mathematics facts.

References:

Mahler, Joni.  (2011). When multiplication facts won’t stick: Could a language/story approach work?  A research study examining the effectiveness of the “memorize in minutes” curriculum.  The Educational Therapist, 32, 5 – 8.

O’Connell, S.  (2011). Mastering the basic math facts in multiplication and division: Strategies, activities & interventions to move students beyond memorization.  NH: Heinemann.

Parkhurst, J., Skinner, C. H., Yaw, J., Poncy, B. C., Adcock, W., & Luna, E. (2010).  Efficient class-wide remediation: Using technology to identify idiosyncratic math facts for additional automaticity drills. International Journal of Behavioral Consultation and Therapy, 6, 111—123.

Poncy, B. C., Skinner, C.H., & O’Mara, T.  (2006). Detect, practice, and repair (DPR): The effects of a class-wide intervention on elementary student’s math-fact fluency.  Journal of Evidence Based Practices for Schools, 7, 47—68.

Walker, Alan.  (2000). Memorize in minutes: The times tables.  Prosser, WA: Krimsten Publisher.