Date of Award
Master of Education (MEd)
In the United States, third grade students are expected to be fluent in the 100 basic math multiplication facts by the end of the school year. This action research project investigated the correlation between the use of constructivist principles for learning the 100 basic math multiplication facts and its impact on student understanding of mathematical reasoning concepts. The study involved twenty-two students in a midwest suburban third grade Christian school classroom for a 30-day period. An average of one hour a day was spent in math class with varied use of individual, partner, small group and large group work and instruction throughout the weeks. In the study basic multiplication facts were introduced through the use of strategies that included exploration, manipulative objects, guided reinvention, developmental pacing, interactive dialogue and relational understanding with the goal of building fluency in the facts and also impact understanding in other areas of math reasoning. The pretest and posttest were the Fall and Winter MAP Math tests respectively. The results of the study indicated a positive impact in overall math scores for students who scored at or below 80th percentile on the Fall MAP math test and a positive impact for males in overall algebraic reasoning.
Stille, Donna, "Meaningful Instruction of Basic Multiplication Facts: Applying Constructivist Concepts to Basic Fact Acquisition" (2017). Master of Education Program Theses. 111.