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)

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…

This study investigated the processes by which variation in format for presenting multiplication problems influenced children's motivation and achievement. The three multiplication drill and practice instructional methods were: (1) computer-assisted instruction (CAI) with a reward game, (2) computer-assisted instruction without a reward game, and…

Analyzes multiplication word problems to identify the origin of children's difficulty. Emphasis is given to problems involving the concept of combination. (JN)

This section contains four worksheets for games on estimation. Impact, Crossfire, Fire One, and Fire Two each require the use of calculators to focus on place value, multiplication, or division. (MNS)

The contribution to learning that can be made by students' questions is considered. Some questions asked by middle school students and the activities selected by the teacher to answer their questions are presented. Questions involve predicting, judging reasonableness, measuring, finding an average speed, and multiplication. (MNS)

This guide contains classroom-tested problems designed to introduce and reinforce mathematical concepts in a quick, "fun" way. Activities emphasize the logic and reasoning skills needed to build a strong foundation in mathematics. The problems are thinking activities and require only upper elementary level mathematics skills. Activities are…

Investigates the development of understanding of multiplication from the early school years through to the top primary age group. Identifies the children's difficulties and analyzes their solution strategies. Reports that progressive abstraction is related to the children's developing understanding of number and to their procedures for addition.…

Gives a multi-lesson project exploring multiplication arrays. Students are given opportunities to model multiplication tables with rectangular arrays, develop and extend ideas about patterns, organize and present visual patterns symbolically in tables, and represent visual patterns graphically. (MKR)

Number sequences are useful complements to traditional drill and practice. Described is an activity in which the basic rule, add the tens digit to five times the ones digit, is used to generate a sequence of numbers. The dialogue between teacher and student discussing characteristics of emerging patterns is given. (MDH)

Describes the use of graphic area models of multiplication to provide visual, concrete representations for students learning two-digit multiplication. (MKR)

It is difficult for students to unlearn misconceptions that have been unknowingly reinforced by teachers. The examples "multiplication makes bigger,""pi equals 22/7," and the use of counter examples to demonstrate the numerical property of closure are discussed as potential areas where misconceptions are fostered. (MDH)

Presented is the ancient Egyptian algorithm for the operations of multiplication and division of integers and fractions. Theorems involving unit fractions, proved by Fibonacci, justifying and extending the Egyptian or Ahmes' methods into the Hindu-Arabic numeric representational system are given. (MDH)