The four essential operations – addition, subtraction, multiplication and division, and their interaction are primary concepts to be taught at the knowledge level of primary schooling. Getting those four concepts and their interaction allows learners to create their knowledge for numbers and as well as connecting them with everyday life problems. Multiplication and division are presented for the first time in our primary schools from Infant II. According to our National Curriculum, Infant II level understand the significance of multiplication as repeated addition and division as inverse function of multiplication. As in most public primary schools in our country these concepts are taught separate with multiplication always preceding division.
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However, as teachers, we are required to move along so that we can cover all topics mandated to teach by the end of the school year and neglect to reinforce on a daily basis the necessary need of the multiplication facts with our students. Nonetheless, some of my students continue to have problems with their multiplication facts and are unable to solve more complex concepts in mathematics. With the implementation of the daily multiplication fact review, I would want to increase my students’ multiplication fact fluency, so that they can be able to solve more complex math concepts and at a higher time rate.
This area of focus is an issue that I feel passionate about because it not only affects student achievement, but teacher planning, and instruction. I believe that if some type of change does not take place with the mastery of multiplication fact fluency, students will continue to delay behind in mathematics throughout their primary schooling and will move to high school not having mastered their multiplication …show more content…
Amid this study, I will be concentrating on researching three inquiries: The impact of multiplication facts fluency in Standard II students when implementing daily multiplication fact review in class for practice and to solve more complex concepts. What happens to students’ confidence when multiplication fact review? How will my instruction change if I focus on daily multiplication fact review?
Limitations of the Study
There will be a few limitations to this study. First of all time is a factor. This study will be carried on a public school specifically a Standard II classroom where there is an average of thirty students to one teacher and the limited ten minute daily multiplication fact review. The major limitation of the study will be the generalization of its conclusions due to time frame and not having a comparison among other schools of the same class level. Another limitation will be the intervals of the school activities, school and national holidays during the research framework available.
However, as teachers, we are required to move along so that we can cover all topics mandated to teach by the end of the school year and neglect to reinforce on a daily basis the necessary need of the multiplication facts with our students. Nonetheless, some of my students continue to have problems with their multiplication facts and are unable to solve more complex concepts in mathematics. With the implementation of the daily multiplication fact review, I would want to increase my students’ multiplication fact fluency, so that they can be able to solve more complex math concepts and at a higher time rate.
This area of focus is an issue that I feel passionate about because it not only affects student achievement, but teacher planning, and instruction. I believe that if some type of change does not take place with the mastery of multiplication fact fluency, students will continue to delay behind in mathematics throughout their primary schooling and will move to high school not having mastered their multiplication …show more content…
Amid this study, I will be concentrating on researching three inquiries: The impact of multiplication facts fluency in Standard II students when implementing daily multiplication fact review in class for practice and to solve more complex concepts. What happens to students’ confidence when multiplication fact review? How will my instruction change if I focus on daily multiplication fact review?
Limitations of the Study
There will be a few limitations to this study. First of all time is a factor. This study will be carried on a public school specifically a Standard II classroom where there is an average of thirty students to one teacher and the limited ten minute daily multiplication fact review. The major limitation of the study will be the generalization of its conclusions due to time frame and not having a comparison among other schools of the same class level. Another limitation will be the intervals of the school activities, school and national holidays during the research framework available.