Learning of multiplication tables with the help of board games

Maths is not only about counting and learning the procedures of different mathematical operations, but a lot more. The multiplication table is one of the most important arithmetic skills. It is important that the multiplication table is automated since it is one of the main, minimal and basic goals of learning Maths in the 3rd grade of primary school. (Naggar Smith, 2008). Being successful at Maths is important for the educational prosperity of every individual. The negative consequences of learning problems can be minimized or completely dismissed by early and effective treatment of pupils with learning problems at Maths. It is vital that teaching and learning the multiplication table is adapted to the child’s special needs with different didactical games, aids and learning or teaching strategies. It is equally important to maintain a good communication and cooperation between teachers, parents and the pupil during the learning process. (Pulec Lah and Kavkler, 2011) In the theoretical part I have first presented general and specific learning problems and furthermore I presented general and specific learning problems at Maths. The theoretical part includes explanation of mathematical operations especially the multiplication table and problems at learning it. The purpose of this thesis was to check if learning the multiplication table with the help of board games is more effective and if pupils are more motivated to learn through games. I have presented causes for problems and strategies for more successful learning and teaching the multiplication table. In the empirical part I have presented the project “Let’s play the multiplication table” that has involved pupils of three 3rd grade classes of primary school Komenda Moste and their parents and teachers. With this project we strived to make pupils automate the multiplication table more quickly and in a different manner, especially for those students that are less motivated for school and have a shorter concentration span. At the end of the school year I gave the pupils, their parents and teachers a questionnaire. The pupils also took a test to see how well they automated the multiplication table. The analysis includes the results of all the questionnaires, separately for pupils, teachers and parents. I have also presented individual results of the test how well the pupils automated the multiplication table. The pupils were put into different groups according to the help they receive at school; additional professional help, group or individual help or those that receive no help at all. I compared the test results of all the groups. I have also compared answers by pupils in every group according to how much they drilled the multiplication table with the help of board games and their motivation for learning. The pupils were very motivated for learning and drilling the multiplication table with the help of board games. The pupils said that they were drawn by the board games and they did not see the multiplication table simply as learning but also as playing a game. The teachers thought that the board games significantly helped the pupils to automate the multiplication table and minimized the reluctance to learn it. The teachers emphasized that the project » Let's play the multiplication table« has connected the class as a whole and that they are willing to continue with the project in the future. The teachers also believe the big majority of pupils were motivated to learn the multiplication table with the help of board games because it was a game to them and they did not feel the pressure of learning. At the end of the school year the parents thought that the project was interesting and successful. The majority of parents were involved in the project and believed that with the help of the board games the multiplication table was automated faster. The project was carried out successfully and we confirmed the positive effect of board games for the purpose of automating the multiplication table