The Relationship of Multiplication Tables and Fraction Operations to Learning Algebra

In 2007, only 36% of eighth grade students were performing at or above the proficient level in math. The purpose of this study was to investigate if practice in multiplication tables and fractions improves student learning in Algebra I. The theoretical framework of this study was based on the assumption of direct teaching that drill and practice are necessary to reinforce prior knowledge for acquisition of new knowledge. This study incorporated a mixed methods design in order to gather quantitative data and qualitative data to assess how knowledge of multiplication tables and fractions affected student learning of algebra. This mixed methods study was undertaken to investigate the quantitative relationships between student treatment groups and a control group and to qualitatively investigate students' perceptions of learning algebra. The key question asked if there was a relationship between drill and practice in multiplication tables and fractions and demonstrated learning of algebra. This study used a multiplication treatment group, a fraction treatment group, and a control group to investigate the effects of frequent drill and practice and learning algebra. Independent sample t tests compared the mean differences between pretest and posttest scores among treatment and control groups. Themes in student responses to an end of study survey were identified and discussed. Results demonstrated a statistically significant relationship between frequent practice of fraction skills and multiplication tables and improved learning in algebra. Qualitative data showed that many algebra students recognized that student knowledge of multiplication tables and fractions improved their ability to learn algebra. Results provide support for including fraction and multiplication drills in algebra which can lead to greater student learning in algebra.