Difficulties in retrieval multiplication facts: The case of interference to reconsolidation

Two accessible games were the focus of a study involving inclusive fourth grade classrooms in a suburban Chicago elementary school district. The games were created using software with universal design capability and were designed to teach multiplication facts. Data were collected that compared the classes using the software with classes that did not use the software. The statistical analysis used in the design of the study was analysis of covariance using a pretest assessment of multiplication facts as the covariate. Students used the games twice a week for four weeks during a period of 40 minutes a day. Results indicated a gain in accuracy of multiplication facts on the part of the groups using the games, but not enough to demonstrate significance. In addition to the analysis of covariance analysis, selected classes filled out surveys designed to measure the students’ opinions of the games and their effectiveness. Results of the surveys indicated that the students were somewhat unsure about their effectiveness as a tool to learn multiplication facts but found them enjoyable to play. Interpretation of both of these results is provided.

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Estimation and Arithmetic Strategies in Learning Multiplication Facts

Eurit 86: Developments in Educational Software and Courseware ◽

10.1016/b978-0-08-032693-1.50018-6 ◽

1987 ◽

pp. 49-54

Author(s):

F.H.J. van Galen ◽

A.P.J. Meeuwisse

Keyword(s):

Multiplication Facts

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Strategy Instruction and Maintenance of Basic Multiplication Facts through Digital Game Play

International Journal of Game-Based Learning ◽

10.4018/ijgbl.2013040103 ◽

2013 ◽

Vol 3 (2) ◽

pp. 36-54 ◽

Cited By ~ 6

Author(s):

André R. Denham

Keyword(s):

Conceptual Understanding ◽

Strategy Instruction ◽

Digital Game ◽

Game Play ◽

Multiplication Facts ◽

Instructional Content ◽

Narrow View ◽

Significant Difference ◽

Concurrent Development ◽

Stages Of Learning

Formative instruction on multiplication primarily focuses on rote memorization. This leads to factual fluency, but also develops a narrow view of multiplication and hinders the development of conceptual understanding. Theory and research recommend the concurrent development of conceptual understanding and factual fluency during the initial stages of learning about multiplication. Woodward (2006) conducted a field study to investigate this instructional approach and found a significant difference between those who received instruction on multiplicative properties and timed-drills of multiplication facts on a conceptual measure than those who only spent time on timed drills. This study investigated the efficacy of integrating the same approach within a digital game. There was a significant decrease between pre- and post- measures of participants timed retrieval of multiplication facts, but no differences were found between conditions on pre- and post-measures of conceptual understanding. These findings indicate that special attention must be paid to intrinsic integration of instructional content in order to address conceptual understanding through digital game play.

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