title: Number of repetitions required to retain single-digit multiplication math facts for elementary students.
abstract: Computational fluency is an important aspect of math proficiency. Despite widely held beliefs about the differential difficulty of single-digit multiplication math facts, little empirical work has examined this issue. The current study analyzed the number of repetitions needed to master multiplication math facts. Data from 15,402 3rd, 4th, and 5th graders were analyzed using a national database. Results suggested that (a) students with lower math skills required significantly (p < .001) more repetitions than more skilled students; (b) across all students, single-digit multiplication facts with 4s, 5s, 6s, and 7s required significantly (p < .001) more repetition than did 2s and 3s; and (c) the number of practice sessions needed to attain mastery significantly (p < .001) decreased with increase in grade level. Implications for instructional planning and implementation are discussed.
authors.affiliation: College of Education, University of Missouri.
authors.forename: Matthew K
authors.initials: MK
authors.lastname: Burns
authors.affiliation: Educational Psychology, University of Minnesota.
authors.forename: Jim
authors.initials: J
authors.lastname: Ysseldyke
authors.affiliation: Educational Psychology, Counseling, and Special Education, Pennsylvania State University.
authors.forename: Peter M
authors.initials: PM
authors.lastname: Nelson
authors.affiliation: Educational Psychology, University of Minnesota.
authors.forename: Rebecca
authors.initials: R
authors.lastname: Kanive
mesh_terms: D002648:Child; D002675:Child, Preschool; D005260:Female; D006801:Humans; D008297:Male; D008433:Mathematics; D011214:Practice, Psychological; D013334:Students / Q000523:psychology*; D014481:United States