NATASHA GUY, CENTRE FOR MATHEMATICAL COGNITION, LOUGHBOROUGH UNIVERSITY, UK
LUCY CRAGG, SCHOOL OF PSYCHOLOGY, UNIVERSITY OF NOTTINGHAM, UK
CAMILLA GILMORE, CENTRE FOR MATHEMATICAL COGNITION, LOUGHBOROUGH UNIVERSITY, UK
Knowing and using multiplication facts is a fundamental mathematical skill. Quick recall of these facts frees up valuable cognitive resources, allowing for faster and more accurate calculation of more complex problems. This helps children to tackle progressively more challenging content as they advance through the curriculum. The Year 4 multiplication tables check (MTC) requires children in England to master their multiplication facts up to 12 × 12. Inevitably this means that much time is dedicated to learning and practising multiplication tables, especially as children can find memorising them challenging. In this article, we explore some of the cognitive skills involved in acquiring multiplication facts and consider why some children struggle more than others to
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I have developed a practical approach to tables, based on parental request. At the moment, I have cases only, but the results are positive enough to merit further investigation. Would be interested in collaboration. Key points – getting 2 rock solid before moving on. Not overloading by teaching whole tables at a time – often half a table first. Current pupil, 12, did not know 2x, worked out his own system for 7x last Friday, (add 10 back 3). It works for him. Went up to 5x,first, needed reinforcement, then did whole set yesterday. https://johnbaldgladlylearngladlyteach.blog/
A valuable contribution to our understanding of the knowledge, skills and understanding required to learn tables, taking us beond the simple – too simple – concept of rote learning, and and the equally simplistic “all or nothing” design of the current test for 8 year olds. This format is particularly dispiriting for children with SEND, and those who learn more slowly, as it gives no credit for steps along the road to fluency. I am working with children who are on this path, and have developed teaching techniques that are proving successful, and that I would be interested in sharing. Please get in touch if interested. John Bald FCCT.