TY - JOUR AU - Brendefur, Jonathan AU - Strother, S. AU - Thiede, K. AU - Appleton, S. PY - 2015/08/26 Y2 - 2024/03/28 TI - DEVELOPING MULTIPLICATION FACT FLUENCY JF - Advances in Social Sciences Research Journal JA - ASSRJ VL - 2 IS - 8 SE - Articles DO - 10.14738/assrj.28.1396 UR - https://journals.scholarpublishing.org/index.php/ASSRJ/article/view/1396 SP - AB - <p>Using specific components of three broad learning theories—cognitive, social-interactional, and behavioral—students in 3<sup>rd</sup>, 4<sup>th</sup> and 5<sup>th</sup> grade classrooms were given multiplication fact fluency instruction over a period of five weeks for 10-15 minutes each day. Two different approaches were utilized with two distinct groups of students for the purpose of comparing different approaches to fluency development. Results indicate that students using a <em>strategy-based</em> <em>approach</em> for fluency development by means of instructional tasks emphasizing social-interactional and cognitive theories (particularly Bruner’s theory of Modes of Representation) increased multiplication fact fluency, with a greater degree of consistency, than students using a <em>drill-based approach</em> emphasizing behavioristic techniques such as repetition and memorization.</p> ER -