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Abstract
Low mathematics achievement is a persistent problem in the United States, and multiplication is a fundamental area in which many students manifest learning difficulties. This study examined the strategic developmental levels of multiplication problem solving among 121 elementary school students in Grades 3 through 5. A latent class analysis modeling was used to identify three valid groups representing different patterns of strategy choices for each of three types of multiplication problems. Findings indicated intra-group variability for problem-solving accuracy, for frequency of using different strategies, and for accuracy of executing direct retrieval/algorithm (DR/AG) strategies. Students demonstrated relative consistency in their strategy choices for solving the three problem types. Students who used DR/AG strategies most frequently showed the highest problem-solving accuracy and the highest accuracy of executing the DR/AG strategies. Students who most frequently relied on incorrect operations or who indicated they did not know how to solve problems demonstrated the lowest problem-solving accuracy among the three groups; the number of students in this group increased with problem difficulty levels. Implications are discussed in terms of identifying students' strategic developmental levels and providing differentiated instruction based on the identified levels.