Mathematics is one of the main subjects studied in the Israeli education system at all age levels. Teaching multiplication is a basic stage, necessary as a basis for further Mathematics studies. The current study attempted to discover the most efficient teaching method for achieving mastery in multiplication facts. The study included 100 third grade female students who were divided into four groups. Each group practiced the multiplication table for nine weeks using a different teaching method. The students took a test, designed to assess their achievement in this subject, at three points in time – prior to teaching multiplication (pre-), immediately following it (post-), and a year later. The findings demonstrate that while no differences were found among the four methods in the post-test, examination a year later showed significant differences: the students in the strategy-based teaching method groups retained their mastery of multiplication facts, while those in the repetition-based teaching methods demonstrated a lower mastery level than they had in the post-test. The study’s main conclusion is that strategy-based methods should be used in the teaching of multiplication.

Authors:
Shoshi Dorfberger, Gordon College of Education, Israel

About the Presenter(s)
Dr. Shoshi Dorfberger, head of the research authority at the Gordon College of Education in Haifa, Israel. Senior lecturer specializing in memory creation, learning and research evaluation of the educational system.

See this presentation on the full schedule – Wednesday Schedule

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