Automatisering av utmanande multiplikationstabeller : En interventionsstudie i årskurs 4 med fokus på repetition och självrättning avtabellerna 6, 7 och 8

Sammanfattning

The purpose of this study was to investigate whether timed, daily repetition and self-correction in grade 4 can contribute to increasing students' automaticity in the multiplication tables of 6, 7, and 8. The study also included an investigation of students' experiences of self-correction as a tool for learning. This intervention study is based on a quantitative method using pre- and post-test as well as a survey. The design is quasi-experimental, consisting of three groups with a total of 61 students. In the design of the instruction, cognitive load theory and spaced repetition were used as a supportive framework. The results showed an immediate significant improvement in students' fluency after the intervention, where the measurement instrument showed increased speed and accuracy measured in dcpm (digits correct per minute). Individual differences were observed through a wide spread in students' development. Despite varied baselines, the findings indicated that the intervention had a similar effect across all groups, providing insight into the overall scope of the method. A correlation analysis revealed no significant relationship between the test results and the survey responses, although a few similarities could be identified. The study shows that students in grade 4 benefit from systematic repetition to automate multiplication tables. This can provide an important foundation for more complex mathematical areas, such as problem solving and algebra in higher grades.