Multiplication Facts in the Continuum of Skills

Q2 Social Sciences

Journal of College Reading and Learning Pub Date : 2020-08-12 DOI:10.1080/10790195.2020.1737595

Michele Poast, S. T. Skidmore, L. Zientek

引用次数: 0

Abstract

ABSTRACT This study investigated differences between students’ multiplication fact automaticity scores and student competencies on five problems from Intermediate Algebra assessments with a sample of university students. The five types of problems were: (1) linear equations with fractions, (2) system of linear equations, (3) factor by grouping, (4) simplify a rational expression, and (5) simplify a radical expression. Results suggest that prerequisite requirements of multiplication-fact automaticity at or above 94% could increase developmental student success rates in Intermediate Algebra. The findings contribute to the literature on the influence that multiplication fact automaticity can have on student success in developmental mathematics. Educators might consider multiplication fact automaticity in placement, instructional, and curricular practices to better equip developmental mathematics students for success in Intermediate Algebra.

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技能连续体中的乘法事实

摘要本研究以大学生为样本，考察了学生在《中级代数》考试中乘法事实自动性得分与学生胜任力的差异。这五类问题是:(1)带分数的线性方程，(2)线性方程组，(3)分组因子，(4)简化有理表达式，(5)简化根式表达式。结果表明，乘法事实自动性达到或高于94%的先决条件可以提高学生在中级代数中的发展成功率。这些发现有助于研究乘法事实自动性对学生发展数学成功的影响。教育工作者可能会考虑在布置、教学和课程实践中使用乘法事实的自动性，以更好地装备发展数学的学生在中级代数中取得成功。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of College Reading and Learning Social Sciences-Linguistics and Language

CiteScore

1.60

自引率

0.00%

发文量

期刊介绍： The Journal of College Reading and Learning (JCRL) invites authors to submit their scholarly research for publication. JCRL is an international forum for the publication of high-quality articles on theory, research, and policy related to areas of developmental education, postsecondary literacy instruction, and learning assistance at the postsecondary level. JCRL is published triannually in the spring, summer, and fall for the College Reading and Learning Association (CRLA). In addition to publishing investigations of the reading, writing, thinking, and studying of college learners, JCRL seeks manuscripts with a college focus on the following topics: effective teaching for struggling learners, learning through new technologies and texts, learning support for culturally and linguistically diverse student populations, and program evaluations of developmental and learning assistance instructional models.