The Moderating Role of Mathematical Skill Level when Using Curricular Methods to Learn Multiplication Tables

The present study explores the effect of two instructional methods for children with different levels mathematical skills. One these uses a conventional approach to learning multiplication and emphasizes memorization all arithmetic facts, whereas other method is based on psychological principles combines: a) small subset problems aided by color cues portable time-table, b) use single-step rules. hundred sixty second-grade (aged 7-8) received instruction in one approaches – either or memory rules (M&R) over course 6 months as part their normal school education. Moderation analysis revealed that poor skills group scored significantly better than counterparts M&R group, significant advantage was observed those strong