Automatization of Basic Multiplication Facts for Mathematics Learning Disabilities: Integrating Conceptual Learning and Memory-based Learning

The purpose of this study was to examine the efficacy of an integrated approach to automatization of multiplication facts on students with math learning disability. A single case multiple base line design was used for this study. Five students with math learning disability were selected using WISC-VIR, Iran Key-Math and according to some exclusion - inclusion Criteria among students referred to learning disabilities clinics in Karaj. The intervention including conceptual learning of multiplications facts and strategies using explicit instruction, and concrete-representational-abstract method, and automatization of learned facts using detect-practice-repair method was presented in 17 sessions. Data was gathered using a one-minute mad math fluency test. Gathered data was analyzed visually and quantitatively, using R software. Compared to baseline, non-overlap indices, visual analysis and effect size indices confirmed a significant increase in automatic retrieve of multiplication facts in all 5 participants. The finding of this study can help teachers and SLD therapists to build a good foundation for math proficiency in everybody who has math difficulty.