The effect of retrieval practice on fluently retrieving multiplication facts in an authentic elementary school setting

Abstract

Fluently retrieving simple multiplication facts leads to an improvement of overall math scores. In the current study, we investigated how to best reach this fluency in an authentic elementary school setting. We compared the short-term and long-term effects of the learning strategies retrieval practice (using flashcards) to a restudy control condition (chanting multiplication facts out loud) on multiplication fact fluency. Forty-eight second-grade pupils received an instruction lesson and attended three spaced practice sessions per learning strategy. The learning strategies were counterbalanced across two different sets of multiplication tables in a within-subjects design. A pre-test, a five-minute delay post-test, and a one-week delay post-test were administered. Compared to restudy, retrieval practice led to a stronger short-term and long-term increase in the fluency of retrieving multiplication facts. This study demonstrates the effectiveness of retrieval practice on gaining multiplication fact fluency in an authentic classroom setting using original course materials.