RT Journal Article
T1 The moderating role of mathematical skill level when using curricular methods to learn multiplication tables
A1 García-Orza, Javier
A1 Álvarez-Montesinos, Juan Antonio
A1 Luque-Liñán, María Luisa
A1 Matas, Antonio
K1 Matemáticas - Estudio y enseñanza
AB The present study explores the effect of two instructional methods for children with different levels of mathematical skills.One of these methods uses a conventional approach to learning multiplication and emphasizes the memorization of allarithmetic facts, whereas the other method is based on psychological principles and combines: a) the memorization of asmall subset of problems aided by color cues and a portable time-table, with b) the use of single-step rules. One hundred andsixty second-grade children (aged 7-8) received instruction in one of these approaches – either the conventional method orthe memory and rules method (M&R) – over the course of 6 months as part of their normal school education. Moderationanalysis revealed that children with poor mathematical skills in the conventional group scored significantly better than theircounterparts in the M&R group, whereas a significant advantage was observed in the M&R group for those children withstrong mathematical skills.
PB Colegío oficial de la Psicología de Madrid
SN 1135-755X
YR 2021
FD 2021
LK https://hdl.handle.net/10630/29179
UL https://hdl.handle.net/10630/29179
LA eng
NO García-Orza, J., Álvarez-Montesinos, J. A., Luque, M. L., and Matas, A. (2021). The Moderating Role of Mathematical Skill Level when Using Curricular Methods to Learn Multiplication Tables. Psicología Educativa, 27(2), 123 - 133. https://doi.org/10.5093/psed2021a14
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 21 ene 2026