Special Needs Student Developing Automaticity With Multiplication Facts Six to Nine
DOI:
https://doi.org/10.31686/ijier.vol9.iss12.3582Keywords:
autism, learning disabilities, multiplication facts, automaticityAbstract
In previous studies, the student used skip counting and her hands to recall [1] all the multiplication facts for the ones to fives and also gained automaticity [2] for the ones to fives facts. In the current study the ninth-grade student was able to memorize the multiplication facts (0 to 10) for the sixes to nines and gained automaticity with 80% accuracy. The overall goal of the current study was to improve the student’s automaticity of multiplication facts (0-10) for the sixes through nines, such as 6 x 7 = 42. The student had been taught multiplication concepts in her elementary years and she has a basic understanding of the meaning of multiplication facts as shown in the previous studies. She understood that 6 x 7 is a representation of six sets of seven or 7 + 7 + 7 + 7 + 7 + 7 = 42. The student had previously used skip counting and flash cards with illustrations of the multiplication facts to memorize the facts. In the current study a multiple baseline design was used to measure the acquisition of fluency of multiplication facts over time. The student was able to develop automaticity with 80% accuracy by giving the solution within 3 seconds for all of the facts (0-10) for the sixes through nines.
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Accepted 2021-11-19
Published 2021-12-01
