Mnemonic Multiplication Fact Instruction



Mnemonic Multiplication Fact Instruction

Category: Mathematics

Grade Level: Grade 3 to 12

1. What is the purpose of Mnemonic Multiplication Fact Instruction?

Mneumonic Multiplication Fact Instruction was developed to help students remember basic multiplication facts. This strategy covers all 100 basic multiplication facts.

2.With whom can it be used?

This technique is recommended for children who have failed to adequately memorize basic multiplication facts through “traditional” classroom methods or repeated instruction in special education settings. It is specifically beneficial for children with learning disabilities who have semantic memory deficits. A prerequisite skill for learning through this method is that students must be able to correctly name and write the numerals from 0-9 and count by 5s.

3.What teaching procedure should be used?

In this strategy, all 100 basic multiplication facts involving the numbers 0-9 are grouped into families: the zeros, ones, twos, fives, nines and pegwords. For a fact to be included in a family, it must contain at least one numeral that corresponds to the name of the family (e.g., 0x3 belongs to the zero family because it contains a zero).

Steps for teaching:

□ Start teaching from the easiest families to remember and work to the more difficult. Therefore, start with the zeros and ones, then move to the twos, fives and nines, and then to the pegwords.

□ If one or more strategies have been taught, review them at the beginning of the lesson.

□ Give each student a worksheet which has a few multiplication facts from each family written on it. Demonstrate how to find the problems in the family being taught by running your finger under the problems. Stop at each and think out loud “is there a _(e.g., 0) in the problem?” Then answer your own question.

□ Hold up the strategy chart. Read to the students. Go through the examples on the chart. Have the students practice the rules. Draw the students’ attention to the first problem on their worksheet. Ask the question “is there a __ (e.g., 0) in this problem?” If yes, lead the students in saying the rule, then direct them to write the answer under the first problem. If not tell students to skip the problem and go on to the next one.

□ Continue this procedure until all problems in the family have been identified and answered.

□ Continuous data collection by the students must be completed to determine their progress. Do this by having the students complete multiplication fact worksheets 2-3 times per week as part of the lesson. After the worksheets are scored, have the students plot their results on a graph; this provides a motivator for the students.

4.In what types of settings should the Mnemonic Multiplication Fact Instruction be used?

This approach can be taught in both one to one or small group settings, as the teacher will have to monitor the students’ progress.

5.What are the benefits of this strategy?

Rather than relying on rote memorization, this method will allow students to be active learners, analyzing each problem and not only determining the correct strategy, but also applying each step in the strategy. The modeling conducted by the teacher helps facilitate good learning strategies and cognitive structuring for the students. Additionally, the graphing of the students’ progress helps provide motivation and positive reinforcement.

6.To what extent has research shown Mnemonic Multiplication Fact Instruction to be useful?

Greene (1999) and Scruggs and Mastropeiri (1990) have found this technique to be beneficial in building foundational skills needed by students with learning disabilities. Specifically, this strategy has helped enhance learning for students who have deficits in semantic memory, helping build a semantic “memory bridge” for coding mathematical operations and improving recall of facts needed for more advanced mathematical operations. Additionally, the benefits of this strategy have been demonstrated to be retained over time.

References

1. Greene, G. (1999). Mnemonic multiplication fact Instruction for students with learning disabilities. Learning Disabilities Research & Practice, 14, 141-148

2. Scruggs, T.E. & Mastropieri, M.A. ( 1990). Mnemonic instruction for students with LD: What it is and what it does. Learning Disability Quarterly, 19, 271-280

3. Wood, D. & Frank, A. (2000). Using memory-enhancing strategies to learn multiplication facts. Teaching Exceptional Children, 32, 78-82.

Reviewed by: Chandi Fernando

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