|
Woodward, J. (2006). Developing automaticity in multiplication facts: Integrating strategy instruction with timed practice drills. Learning Disability Quarterly, 29, 269-289. |
|
|
 long-term memory access, long-term memory encoding/ consolidation
Our point of view on this research:
In this study 4th grade students with difficulty in math were given multiplication instruction that included strategies for learning math facts and timed practice drills. Both types of instruction resulted in students developing more automaticity with multiplication facts. However, when the two types of instruction were integrated, the students performed better on later tests designed to assess the application of the multiplication facts, ability to extend the knowledge of math facts, and approximation skill. Students also reported more positive feelings about mathematics after participating in the intervention. This study suggests that instruction about math learning strategies, timed practice drills and integrated teaching approaches help young people to encode, consolidate, and access math facts in long-term memory.
|
|
Capraro, R., Capraro, M., (2006) Are you really going to read us a story? Learning geometry through children's mathematics literature. Reading Psychology, 2(7), 21-36. doi: 10.1080/02702710500468716
|
|
|
long-term memory access, long-term memory encoding/consolidation, spatial memory, conceptualization, mental representation
Our point of view on this research:
This study sought to investigate the influence of integrating geometric-centric children’s literature with a more traditional geometry lesson on 30 middle school students’ reading performance, geometry math performance, and general math performance. It was observed by the researchers that the inclusion of the math literature increased the conceptual nature of the lesson and provided learners with an opportunity to review and apply geometry vocabulary while experiencing the geometry concepts through the story’s characters. This integrated teaching method enhanced the learning experience by encouraging the students to conceptualize, discover, develop fluency and competency, and transfer the geometry knowledge to the story. The study found that the group of middle school students that were read the geometry literature performed better on the geometry-specific test and the general mathematics test (no improvement in reading). These findings suggest that spatial memory, long-term memory consolidation, and long-term memory access are enhanced by multi-modal teaching.
|
|