Multiplication And Division Case Study

The panel urged that students develop automatic recall of multiplication and related division facts to be prepared for the study of higher lessons, in which solving multi-step equations is a fundamental task. Prior to these suggestions are the uses of multiplication and division of math-facts. Math-facts are small number or single digit combination of the four operations. Automaticity on the other hand is speedy recall and accurate answers to math-facts like multiplication and division. To fully understand math-fact automaticity, Boso (2011) explained that “The phrase “math-fact automaticity” means being able to have a rapid recall of facts without having to count or use other strategies to figure out the given problem.”
To achieve a speedy and accurate recall of math-facts on multiplication and division, it necessitates strategies that are to be employed to facilitate a higher progress rate in mathematics.
Mental Math Strategies (2005) stated that “It is recommended that students learn patterns and strategies for as many facts as possible so that they strengthen their understanding of the relationships between numbers and the patterns in mathematics. Then they begin to memorize”.
What Robert Gagne (1983) emphasized in his quote about automaticity is that the processes of computation that underlie all problem solving must be “not just
It is a strategy pioneered by Brian Poncy, an assistant professor in Oklahoma State University. This strategy is a combination of different existing strategies polished with the aid of a software that generates worksheets. It consists of four steps completed on a daily basis: “tap-a-problem,” Cover, Copy, Compare (CCC), 2-Minute timed drill, and graphing fluency. Variations on the use of DPR intervention components transfer improved math-fact automaticity into quality performance on other math