Improving Basic Multiplication Fact Recall for Students with Mathematics Learning Disabilities

Abstract

The purpose of this study was to investigate the effectiveness of the Fun Way program, and the Copy, Cover, and Compare (CCC) strategy on mastering the basic multiplication facts/times tables for students with MLD in Jordan. A total sample of 69 5^th grade students participated in the study. This study presents a comparison study of three groups: the CCC strategy group, the Fun Way program group, and a control group that used the traditional way of teaching multiplication facts (Rote Memorization). The intervention was implemented for 12 weeks. The findings indicated that both Fun Way program and CCC strategy had better results compared to Rote Memorization on students' performances. In addition, students with MLD achieved the greatest increases in math multiplication performance when the Fun Way program was applied.