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Teaching multiplication facts to students with learning problems.

J C Mattingly1, D A Bott

  • 1Fayette County Schools, Lexington, Kentucky.

Exceptional Children
|February 1, 1990
PubMed
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This summary is machine-generated.

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A constant time delay procedure effectively taught multiplication facts to special education students. This near-errorless learning method proved successful for students with learning disabilities, behavior disorders, or intellectual disabilities.

Area of Science:

  • Special Education
  • Educational Psychology
  • Learning Disabilities Research

Background:

  • Students with learning disabilities often struggle with foundational academic skills.
  • Effective instructional strategies are crucial for improving academic outcomes in special education.
  • Multiplication fact fluency is a key component of mathematical proficiency.

Purpose of the Study:

  • To evaluate the efficacy of a constant time delay procedure for teaching multiplication facts.
  • To assess the effectiveness of this method for students with diverse learning needs in special education settings.
  • To determine the impact of a 5-second delay on learning multiplication facts.

Main Methods:

  • Employed a constant time delay procedure with a 5-second delay interval.

Related Experiment Videos

  • Instruction focused on oral responses to 30 multiplication facts.
  • Data collection included direct instruction time, errors, trials, and sessions to criterion.
  • Participants included four fifth- and sixth-grade students with identified learning disabilities.

    • Main Results:

    • The constant time delay procedure resulted in near-errorless learning.
    • Students successfully acquired multiplication facts through the implemented procedure.
    • The method demonstrated effectiveness in a special education context.

    Conclusions:

    • The constant time delay procedure is an effective intervention for teaching multiplication facts to students in special education.
    • Near-errorless learning strategies can significantly benefit students with learning disabilities.
    • This approach supports the development of essential math skills for students with diverse educational needs.