This research study investigates the effectiveness of two different theoretical models, constructivism and traditionalism, on third grade students' academic achievement in establishing mathematical connections in learning multiplication basic facts. Four third grade classes in a St. Louis area Public School District were grouped into two sections, each consisting of two classes. In the first section of classes, students were taught using a constructivist approach. In the second section of classes, students were taught using a traditionalist approach.The Stanford Diagnostic Mathematics Test (4th edition), Key-Math (Revised): A Diagnostic Inventory of Essential Mathematics, and a Researcher-Made Multiplication Survey were used to analyze the study. The tests were administered as pretests and posttests. The test scores were analyzed by repeated measures--Analysis of Variance (ANOVA), with a probability level of less than 0.05. The results of the three tests revealed that students from both approaches improved their multiplication skills, as well as their understanding of the multiplication concept which involves basic facts 0 to 5. In addition, there were no statistical differences between the two groups of students with respect to their achievement of multiplication concepts and skills.