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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Effects of Peer Tutoring on the Acquisition of Basic (0-9) Multiplication Facts by Sixth Grade Students with Math Deficits

Eckhart, Victoria Ann 24 August 2010 (has links)
No description available.
2

Increasing multiplication and division fluency : embedding self-regulation strategies within systematic, strategic instruction

Pfannenstiel, Kathleen Lynn 19 September 2011 (has links)
Students need to develop computational proficiency with basic facts (i.e., addition, subtraction, multiplication and division) to be successful in more advanced mathematics such as instruction in fractions, decimals, ratios, and rates (Gersten et al., 2009; NCTM, 2010; NMAP, 2008). Specifically, the Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics (NCTM, 2006) stresses the importance of automaticity in basic facts and the application of these skills to solving word problems. For older elementary students, it is vital that they are proficient in multiplication and related division facts in preparation for working with fractions and other algebra readiness skills. Thus, the purpose of this study was to teach multiplication and division facts using systematic, strategic instruction with and without self-regulation strategies. A single-subject, time-series design was employed to measure items correct on daily probes with nine, fourth grade students. The daily probes were designed with 15 review facts and 25 new facts to measure the ability to solve easy, review facts with automaticity and hard facts specifically taught during instruction. All instruction occurred in small groups (4 – 5 students), after school, with a trained instructor. The students received strategic, systematic instruction in hard multiplication and division facts (9s, 4/6/8s and 7s) with and without additional self-regulation components (self-correction, graphing and goal setting). Multiplication and division were taught together as a fact family, rather than apart, to increase conceptual understanding of the relation between multiplication and division. The findings showed that the students made positive growth in both operations in terms of items correct and fluency; with an increase in accuracy and decrease in time to reach phase change criteria when the intervention was embedded with self-regulation components. Findings from social validity measures from participants support the use of self-regulation as a means to increase motivation. / text
3

"You have to find a way to glue it in your brain": children's views on learning multiplication facts

Morrison, Vivienne Frances January 2007 (has links)
While there has been research on development of multiplicative reasoning, and how to teach multiplication facts, there is little research on how children consider they learn these. This study explores the children's learning as they consider how they commit their multiplication facts to memory, discover calculation strategies and develop multiplicative thinking. A group of eleven Year 4 children (8 years old) participated in a series of 13 lessons where they became coresearchers in the exploration of their learning. A contextually based thematic approach was provided through 'Crocodilian Studies'. The mixed-method approach to this study included formal assessment, participant observation, individual interviews, the children's written ideas, and individual case studies. The most significant finding of this study was the powerful influence of peer learning. The children enriched and directed each other's learning as they shared ideas and reflected on their own mathematical learning as they observed and critiqued the thinking of peers. As the children were involved in thinking about how they learn they were able to identify gaps and construct their own learning pathways. A significant finding was that children can develop their multiplicative strategies while they commit their multiplication facts to memory, in a relatively short time provided that the learning process facilitates strategy development and understanding. By exposing the children to multiplication facts in sequenced clusters provided them with a manageable number of facts to be learnt at one time. Another finding related to how children develop calculation strategies through lesson activities rather than being explicitly taught them. The children considered practice important for memorisation. Parental support was significant in enriching the children's learning.

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