{"title":"Multiplication Facts in the Continuum of Skills","authors":"Michele Poast, S. T. Skidmore, L. Zientek","doi":"10.1080/10790195.2020.1737595","DOIUrl":null,"url":null,"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.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"51 1","pages":"58 - 77"},"PeriodicalIF":0.0000,"publicationDate":"2020-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2020.1737595","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of College Reading and Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/10790195.2020.1737595","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}
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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.
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.
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