# BEP2_T2_Framework.docx - Multiplication Automaticity BEP2...

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Multiplication Automaticity BEP2: Task 2 Melissa McDonald April 11, 2018 A Written Project Presented to the Faculty of the Teachers College of Western Governors University
Multiplication Automaticity 1 Research Topic The topic of my research is on automaticity of multiplication facts for third grade students. I am researching interventions to help students memorize their facts. Research Problem Third grade students in my classroom are struggling to memorize and know their multiplication facts with automaticity. Multiplication facts lay the foundation for more difficult math concepts. A possible cause to this problem is that students lack a basic knowledge of foundational multiplication skills. Students are being asked to leave high school, college ready. Starting in the primary grades, students need to use conceptual and procedural understandings along with drill and practice, and technology to become fluent in multiplication skills. These skills and understandings will help them to solve real world, higher-level math problems, ensuring college readiness. Literature Review Multiplication automaticity refers to consolidation of mental computation in computing math facts. Having automaticity means being able to recite mentally any of the one hundred multiplication facts without counting or using a strategy to solve the problem. One of the top priorities for math teachers is for students to recall math facts with automaticity (O’Donnell & SanGiovanni, 2011). Students leaving third grade are expected to be fluent in multiplication along with addition, subtraction, and division O’Donnell & SanGiovanni, 2011). In my years of teaching, I have noticed that most of my students are leaving third grade with a lack of
Multiplication Automaticity 2 automaticity of multiplication facts. This can cause the students to struggle with higher levels of math. Teaching multiplication has typically used procedural understanding techniques for students. In the past few years, a conceptual understanding has been utilized. Conceptual knowledge means that students must learn mathematics with understanding, and actively build new knowledge form experience and prior knowledge (National Council of Teaching Mathematics 2000). To proficiently have a conceptual understanding, students must comprehend math concepts, operations, and relations. It allows students to adapt and apply mathematical ideas to various situations. Fostering a conceptual understanding of math multiplication facts is very important as students move on to more abstract math problems. Using strategies such as models, pictures and arrays help to build a student’s conceptual understanding. Using such strategies allows for the building up and breaking down of numbers (Department of Education 2011). Using arrays lays the foundation for using the communitive property.