Reference: Published by The Coversation, 13 February 2024
“Multiplication facts” are a fundamental ability that pupils must master in basic school mathematics.
What are they? What makes them so important? How can you assist your youngster master them?
What are multiplication facts?
Multiplication facts typically describe the solutions to multiplication sums of up to 10×10. Sums up to 10×10 are called “facts” because they are believed to be simply and rapidly remembered. You might remember learning multiplication facts in school from a list of times tables.
The transition from “times tables” to “multiplication facts” is not solely linguistic. It arises from teachers’ desire for students to see how multiplication skills can be used to issues other than those presented in the finite times table style.
For example, if you only studied your times tables up to 12×12 in school, being asked to solve 15×8 off the top of your head may baffle you. In contrast, we expect that today’s students can apply their knowledge of multiplication facts to easily understand how 15×8 is equal to 10×8 plus 5×8.
The change in nomenclature also indicates that we are urging pupils to consider the relationships between facts. For example, when displayed as distinct tables, it is difficult to perceive how 4×3 and 3×4 are intimately connected.
Maths education has changed
In today’s mathematics classes, teachers continue to emphasize students’ mathematical precision and quick recall of fundamental knowledge, especially multiplication facts.
However, we also emphasize the development of important problem-solving skills. This allows students to make links between topics and learn how to reason through a range of real-world mathematical problems.
Why are multiplication facts so important?
By the end of primary school, pupils are required to remember multiplication facts up to 10×10 and recollect the equivalent division fact (e.g., 10×9=90, 90÷10=9).
Learning multiplication facts is also necessary for cultivating “multiplicative thinking”. This is a grasp of the relationships between quantities, which is something we must be able to perform every day.
When determining whether to buy a 100g product for $3 or a 200g product for $4.50, we apply multiplicative thinking to realize that 100g for $3 equals 200g for $6, which is not the best deal!
Almost every math topic in high school and beyond requires multiplicative reasoning. It is utilized in a variety of areas including algebra, geometry, statistics, and probability.
This type of thinking is quite significant. According to research, kids who are adept in multiplicative thinking fare much better in mathematics overall.
A large RMIT study conducted in 2001 discovered that disparities in students’ capacity to access multiplicative thinking can result in a seven-year difference in student performance within a single mathematics class.
These findings have been confirmed in several recent investigations, including a 2021 publication.
So, helping your child gain confidence and competency with multiplication is critical to their success in high school mathematics. How can I help?
The following are three research-based tips to help youngsters in Year 2 and beyond learn their multiplication facts.
1 – Discuss strategies: One strategy to boost your child’s confidence is to talk about techniques for when they face new multiplication facts.
Prompt them to think of existing facts and how they can be applied to the new information. For example, once your youngster has mastered the x2 multiplication skills, you can explain how to calculate 3×6 (3 sixes) by doubling 6 (2×6) and adding one additional 6.
We now understand that x3 facts are simply x2 facts “and one more”!
Strategies can be tailored to the individual: pupils should use the technique that makes the most sense to them. So you could pose things like, “If you forgot 6×7, how would you figure it out?” (We would think of 6×6=36 and add another 6, but your youngster may do something different and equally valid).
This is an excellent activity for a calm car drive. It can also be a fun drawing activity in which you both try illustrating your strategy and then compare. Identifying multiple strategies promotes flexible thinking.
2 – Help them practise: Practising recalling facts under a friendly time constraint might help students achieve what teachers refer to as “fluency” (the ability to respond swiftly and smoothly).
“Multiplication heads up” is a terrific game to play with your kids. Using a deck of cards, your youngster places a card on their forehead that only you can see. You then turn over the top card from the deck and reveal it to your child. Use the disclosed card and the card on your child’s head to inform them the outcome of the multiplication.
Based on the outcome, your youngster guesses what card they received.
If it is difficult to set aside time to draw cards, you can make the game easier by just quizzing your youngster. Try to vary it up by asking questions on things they are familiar with as well as things they are learning.
Things will be stored in long-term memory through repetition and rehearsal.
3. Find patterns: Another enjoyable exercise at home is to print some multiplication grids and examine patterns with your youngster.
A good place to start is by giving your youngster a blank or mostly blank multiplication grid to practice filling out.
Then, with colored pencils, kids can color in any patterns they notice. For example, the x6 column is always twice the value in the x3 column. Another pattern they could notice is that all of the even answers are multiples of 2, 4, 6, 8, and 10. They also note that half of the grid is duplicated diagonally.
This also helps your youngster develop into a mathematics thinker, rather than merely a calculator.
The value of multiplication in helping your child succeed and gain confidence in math cannot be overstated. We hope that these ideas will provide you with the tools you need to assist your child in developing these key abilities.