Multiplication Facts in the Continuum of Skills

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.

KEYWORDS:

• Automaticity
• developmental education
• fluency
• mathematics
• student assessment and evaluation

Disclosure Statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Michele Poast

Michele Poast is Assistant Professor of Mathematics at Dixie State University. She recently earned her Doctorate of Developmental Education Administration from Sam Houston State University. Her research primarily addresses developmental mathematics teaching and learning, as well as student experiences.

Susan Troncoso Skidmore

Susan Troncoso Skidmore is Associate Professor of Developmental Education Administration in the Department of Educational Leadership at Sam Houston State University. Her research primarily focuses on statistical assumptions, effect sizes, cultures of assessment, and the recruitment, development, and retention of underrepresented groups in secondary and post-secondary institutions.

Linda Reichwein Zientek

Linda Reichwein Zientek is Professor of Mathematics Education at Sam Houston State University, Department of Mathematics and Statistics. Her research focuses on the preparation of mathematics teachers, developmental mathematics, and quantitative research methods.