TY - JOUR

T1 - Improving multiplication fact fluency by choosing between competing answers

AU - Reed, Helen

AU - Gemmink, Michelle

AU - Broens-Paffen, Marije

AU - Kirschner, Paul A.

AU - Jolles, Jelle

N1 - This research was partially supported by a grant from the Dutch National Initiative Brain and Cognition (NIBC; project number 056-31-013).

PY - 2015

Y1 - 2015

N2 - Developing fluency in arithmetic facts is instrumental to mathematics learning. This study compares the effects of two practice conditions on children’s fluency in simple multiplication facts. Third and fourth graders in the Netherlands (N = 282) practised in either a conventional recall condition where they produced answers to problems, or a choice condition where they had to choose between competing answers that included common multiplication errors. Practice in the choice condition was faster and as accurate as recall practice but was not more beneficial to performance on speed tests of practised facts. For more experienced students, recall practice led to greater improvement on a conventional recall fluency test. Differential effects of practice conditions on test performance are explained in terms of practice-to-test transfer demands. The
relative merits of recall and choice tasks in multiplication fact learning are discussed.

AB - Developing fluency in arithmetic facts is instrumental to mathematics learning. This study compares the effects of two practice conditions on children’s fluency in simple multiplication facts. Third and fourth graders in the Netherlands (N = 282) practised in either a conventional recall condition where they produced answers to problems, or a choice condition where they had to choose between competing answers that included common multiplication errors. Practice in the choice condition was faster and as accurate as recall practice but was not more beneficial to performance on speed tests of practised facts. For more experienced students, recall practice led to greater improvement on a conventional recall fluency test. Differential effects of practice conditions on test performance are explained in terms of practice-to-test transfer demands. The
relative merits of recall and choice tasks in multiplication fact learning are discussed.

KW - Multiplication fact fluency

KW - Practice

KW - Recall tasks

KW - Choice tasks

UR - http://This research was partially supported by a grant from the Dutch National Initiative Brain and Cognition (NIBC; project number 056-31-013).

U2 - 10.1080/14794802.2014.962074

DO - 10.1080/14794802.2014.962074

M3 - Article

VL - 17

SP - 1

EP - 19

JO - Research in Mathematics Education

JF - Research in Mathematics Education

SN - 1479-4802

IS - 1

ER -