MD3AssgnSupporting Multiplication Fluency in the Classroom.docx MATH 6663 Supporting Multiplication Fluency in the Classroom Master of Science in Education, Walden University MATH 6663: The Base Ten Number System and
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MD3AssgnSupporting Multiplication Fluency in the Classroom.docx MATH 6663 Supporting Multiplication Fluency in the Classroom Master of Science in Education, Walden University MATH 6663: The Base Ten Number System and Operations: Multiplication/Division Part One: Improving Single-Digit Multiplication Fluency When multiplying single-digit numbers, there can be a handful of misconceptions. Many students believe that they should memorize them instead of learning multiplication strategies and methods, but that is not the case. Because of memorization, students struggle with the conceptual understanding of multiplication. When problem-solving, if students are unsure of how to solve, they may lead to guessing any of the four operations (Beckmann, 2018). Many students see multiplication as repeated addition, but Beckmann (2018) explains that they should involve making equal groups when multiplying. In this paper, I will find ways to improve single-digit and multidigit multiplication fluency. The first misconception that I think of is what I see within my own classroom. Many of my students struggle with fact fluency due to their lack of number sense. According to Bobis (2007), “as children become more competent mathematicians, they develop a variety of thinking strategies for solving mathematical problems" (p. 23). We want students to think of multiplication by making groups, doubling, skip counting, and making patterns. For example, students within my classroom have difficulties with solving their doubles. If you are fluent with your doub. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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