Helping children learn multiplication facts

1962 ◽  
Vol 9 (3) ◽  
pp. 149-151
Author(s):  
John Careccio
Keyword(s):  
Multiplication Facts ◽  
New Material ◽  
Basic Facts

When children get into the fifth, sixth and seventh grades and do not know their multiplication facts, there are a number of ways a teacher can help to give them practice so that they can learn these basic facts. Boredom engulfs students when they have to multiply endless examples. Teachers realize that students need this practice to reinforce what they do know and to give opportunities to use combinations they don't know. There are ways to give this practice and, at the same time, teach new material.

Division by zero

1971 ◽  
Vol 18 (6) ◽  
pp. 381-382
Author(s):  
Hilda F. Duncan
Keyword(s):  
Multiplication Facts ◽  
Basic Facts ◽  
Subtraction Facts ◽  
Addition Facts

In the teaching of elementary arithmetic we introduce the students to 100 addition facts, 100 subtraction facts, and 100 multiplication facts. When it comes to division, however, most teachers and books present or discuss only 90 basic facts. Many children will not think to question this nonsymmetric arrangement, but what about those who do? What explanation can we give the alert and inquisitive child who wants to know why we have omitted 10 division facts from our list?

scholarly journals Mastery of Basic Mathematics Facts in Slow Learner Children

2021 ◽  
Vol 8 (8) ◽  
pp. 80
Author(s):  
Bambang Wahyu Nugroho ◽  
Ikrar Pramudya ◽  
Sri Subanti
Keyword(s):  
Opportunity To Learn ◽  
Slow Learner ◽  
Research Subjects ◽  
Validation Data ◽  
Multiplication Facts ◽  
Advanced Phase ◽  
Analysis Technique ◽  
Fourth Level ◽  
Basic Facts ◽  
Subtraction Facts

As one of the mathematics objects, the basic facts of mathematics are the primary material that students must master. The facts of addition and subtraction should have been taught in the first level and mastered by the end of the second level. The multiplication and division facts should have been taught at the third level and could be mastered at the fourth level. The primary fact mastery phase consists of a counting phase, a reasoning phase, and a mastering/advanced phase. Mathematics as science should also be accepted by all students regardless of their characteristics, background, or physical needs. They must have the opportunity to learn and be supported to learn mathematics, one of which is a child with special needs slow learner. This research aims to describe the mastery of basic math facts in slow learner children. This is qualitative research, with research subjects totaling three slow learner students of Melana Junior Hight School, Semarang. Subjects are selected by purposive sampling. Data are collected through tests. Time triangulation is used for data validation. Data collection is carried out three times with a gap of 2-3 weeks. The data analysis technique in this research is data reduction, data presentation, and concluding. The research results conclude that the slow learner children are not yet proficient in mastering the basic facts of mathematics. There are slow learner children who can reach the reasoning stage in mastering basic facts, but more are still in the counting stage. Slow learner children who have good basic fact skills have better grades in mathematics. The addition facts are the most effortless facts to master, while the division facts are the most difficult facts to master. Some students can master multiplication facts better than subtraction facts, but some can master subtraction facts more than multiplication facts.

Assessing the Effects of Instructional Set Size on Learning

2019 ◽  
Vol 46 (1) ◽  
pp. 14-26 ◽  
Author(s):  
Sarah J. Miller ◽  
George H. Noell ◽  
Meredith T. Harris ◽  
Elise B. McIver ◽  
Jessica P. Alvarez
Keyword(s):  
Time Delay ◽  
Elementary School Students ◽  
Constant Time Delay ◽  
Instructional Time ◽  
School Students ◽  
Set Size ◽  
Instructional Set ◽  
Multiplication Facts ◽  
New Material ◽  
The Impact

Research evaluating the variables that influence learning has devoted inadequate attention to the influence of the amount of new material presented at one time. The current study evaluated the impact of varying instructional set size (ISS) on the rate at which elementary school students mastered multiplication facts while receiving constant time delay (CTD) instruction. Instructional time was equated across conditions. Instruction was provided for an ISS of five and 20 using CTD instruction for multiplication facts. ISS 20 was more efficient for two out of the three participants. This suggests a much larger efficient ISS than previous research. The implications of this finding for the importance of the instructional method in attempting to identify an efficient ISS, as well as the study’s connection to prior research, in this area are discussed.

Discovering the Multiplication Facts

1959 ◽  
Vol 6 (4) ◽  
pp. 195-198
Author(s):  
Foster E. Grossnickle
Keyword(s):  
Multiplication Facts ◽  
Basic Facts

A pupil maylearn the basic facts in multiplication by rote or he may discover them for himself. Usually a pupil finds it advantageous to have objective aids of some kind to help him find the answers to different number groupings in this process. A number grouping consists of any combination of two one-place numbers.

Using Games to Retrain Skills with Basic Multiplication Facts

1979 ◽  
Vol 10 (2) ◽  
pp. 103-110
Author(s):  
George W. Bright ◽  
Margariete Monague Wheeler ◽  
John G. Harvey
Keyword(s):  
Treatment Period ◽  
Research Question ◽  
Sixth Graders ◽  
Primary Research ◽  
School Year ◽  
Multiplication Facts ◽  
Basic Facts

The primary research question was, “Can a game be used to retrain skills with basic multiplication facts?” The games used were MULTIG and DIVTIG. The studies were conducted in 1976 and 1977. The treatment period was the first 10 instructional days of each school year. In 1976 the pretest and posttest were 20-item power tests of multiplication basic facts. In 1977, the pretests and posttests were 20-item power tests and 100-item speed tests. Subjects were 14 and 10 intact classes of fourth, fifth, and sixth graders in 1976 and 1977, respectively. The games were effective in retraining skills (p<.025 in 1976, p<.001 in 1977). Pretesting had no effect. The retraining effects were not altered by the use of different games.

The International Crisis of 1791: Poland Between the Triple Alliance and Russia

1975 ◽  
Vol 2 (1) ◽  
pp. 1-63
Author(s):  
Jerzy Łojek
Keyword(s):  
World War I ◽  
Political Development ◽  
General Situation ◽  
World War ◽  
International Crisis ◽  
New Approach ◽  
New Material ◽  
Basic Facts ◽  
New Research ◽  
Almost All

AbstractMost Polish historians have misinterpreted Poland's international situation during the general "Eastern Crisis" of 1787-1791, which coincided with the period of great internal Polish political development during the Four-Year Diet of 1788-1792, whose work was crowned with the declaration of the May Third Constitution of 1791. Among Polish historians only Szymon Askenazy, and among foreigners only the American, Robert Howard Lord, fully understood the situation and interpreted it in conformity with the facts, although many important developments were unknown when they wrote on this theme. The purpose of this study is to re-interpret many facts of Poland's international situation during the Eastern Crisis, while also offering a new approach to the problem on the basis of many new documents unavailable until now. Although my interpretation runs contrary to the opinions of most Polish historians, extensive research in Polish as well as foreign archives supports it under close examination. The most important point I wish to make is that Poland's general situation in the years preceding the Second Partition of 1793 was not as hopeless as has generally been considered, and there were opportunities for the country to avoid the mortal blows of 1792-1794. It is important to emphasize that almost all the facts concerning Poland's international position at the end of the eighteenth century had been established by scholars before World War I. Rather than adding to this basic factual storehouse, further studies only interpreted or discussed them. But new research indicates that the basic facts were not at all well known, and hence the interpretations were overhasty. This is, therefore, a fresh attempt to show one important aspect of Poland's chances during this period in the light of considerable new material.

Characterization of a monolayer graphitic structure

1994 ◽  
Vol 52 ◽  
pp. 760-761
Author(s):  
X. Lin ◽  
X. K. Wang ◽  
V. P. Dravid ◽  
J. B. Ketterson ◽  
R. P. H. Chang
Keyword(s):  
Three Dimensional ◽  
Single Layer ◽  
Synthesis Process ◽  
Graphitic Structure ◽  
Positive Gaussian Curvature ◽  
Graphitic Sheet ◽  
Structural And Electronic Properties ◽  
New Material ◽  
Hexagonal Network

For small curvatures of a graphitic sheet, carbon atoms can maintain their preferred sp2 bonding while allowing the sheet to have various three-dimensional geometries, which may have exotic structural and electronic properties. In addition the fivefold rings will lead to a positive Gaussian curvature in the hexagonal network, and the sevenfold rings cause a negative one. By combining these sevenfold and fivefold rings with sixfold rings, it is possible to construct complicated carbon sp2 networks. Because it is much easier to introduce pentagons and heptagons into the single-layer hexagonal network than into the multilayer network, the complicated morphologies would be more common in the single-layer graphite structures. In this contribution, we report the observation and characterization of a new material of monolayer graphitic structure by electron diffraction, HREM, EELS.The synthesis process used in this study is reported early. We utilized a composite anode of graphite and copper for arc evaporation in helium.

Cross-sectional TEM specimen preparation from magneto-optical disk by ultramicrotomy

1993 ◽  
Vol 51 ◽  
pp. 236-237
Author(s):  
F. Shaapur ◽  
M.J. Kim ◽  
Seh Kwang Lee ◽  
Soon Gwang Kim
Keyword(s):  
System Development ◽  
Thin Foil ◽  
Specimen Preparation ◽  
Material System ◽  
Cross Sectional ◽  
Protective Layers ◽  
New Material ◽  
Diamond Saw ◽  
Original Production ◽  
Thick Medium

TEM characterization and microanalysis of the recording media is crucial and complementary to new material system development as well as quality control applications. Due to the type of material generally used for supporting the medium, i.e., a polymer, conventional macro- and microthinning procedures for thin foil preparation are not applicable. Ultramicrotorny (UM) is a viable option and has been employed in previous similar studies. In this work UM has been used for preparation of XTEM samples from a magneto-optical (MO) recording medium in its original production format.The as-received material system consisted of a 4-layer, 2100 Å thick medium including a 300 Å TbFeCo layer enveloped by silicon nitride protective layers supported on a 1.2 mm thick × 135 mm (5.25 in.) diameter polycarbonate disk. Recording tracks had an approximate pitch of 1.6 μm separated by 800 Å deep peripheral grooves. Using a Buehler Isomet low-speed diamond saw, 1 mm wide and 20 mm long strips were cut out of the disk along the recording tracks.

The Case of Thematic Tests Adapted to Older Adults

2011 ◽  
Vol 32 (1) ◽  
pp. 46-71 ◽  
Author(s):  
Benoît Verdon
Keyword(s):  
Older Adults ◽  
Older Persons ◽  
Older Men ◽  
Elderly Persons ◽  
Mental Processes ◽  
Men And Women ◽  
Projective Tests ◽  
New Material ◽  
Older Men And Women ◽  
Latent Content

Since the 1950s, the growing interest of clinicians in using projective tests to study normal or pathological aging processes has led to the creation of several thematic tests for older adults. This development reflects their authors’ belief that the TAT is not suitable to the concerns and anxieties of elderly persons. The new material thus refers explicitly to situations related to age; it aims to enable older persons to express needs they cannot verbalize during consultations. The psychodynamic approach to thematic testing is based on the differentiation between the pictures’ manifest and latent content, eliciting responses linked to mental processes and issues the respondent is unaware of. The cards do not necessarily have to show aging characters to elicit identification: The situations shown in the pictures are linked to loss, rivalry, helplessness, and renunciation, all issues elderly respondents can identify with and that lead them to express their mental fragilities and resources. The article first explains the principles underlying four of these thematic tests, then develops several examples of stories told for card 3BM of the TAT, thus showing the effectiveness of this tool for the understanding and differentiation of loss-related issues facing older men and women.

Utilizing Brief Functional Analysis of Generalization to Evaluate Acquisition Across Multiplication Facts

2010 ◽  
Author(s):  
Sara E. House ◽  
Gary J. Duhon ◽  
Sarah Blackburn-Ellis ◽  
Jennifer Ho ◽  
Kara Branz ◽  
...  
Keyword(s):  
Functional Analysis ◽  
Multiplication Facts ◽  
Brief Functional Analysis
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