Improving basic multiplication fact recall for primary school students

This study implemented a multiplication program based on systematic practice, aimed at improving children’s recall of basic multiplication facts. Four Year 5 classes were recruited to participate in the study. Two classes practised multiplication facts using pencil and paper worksheets and another two classes practised on computers. Eleven practice sessions (each of 15 minutes duration) were conducted over a four week period. Both groups increased their recall of basic multiplication facts and maintained the increase for at least 4 weeks after the termination of the program. Implications for mathematics instruction, and for the overall development of mathematical proficiency, are discussed. Students frequently find multiplication tasks to be a stumbling block in their mathematical progress. Many use inefficient and inaccurate counting methods and encounter difficulties in memorising tables (Geary, 2004; Kilpatrick, Swafford, & Findell, 2001; Koscinski & Gast, 1993) and later in dealing wit