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Visual Imagery as a Catalyst for Multiplication Fact Fluency and Multiplicative Understanding.

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Title: Visual Imagery as a Catalyst for Multiplication Fact Fluency and Multiplicative Understanding.
Authors: Kling, Gina1 (AUTHOR) kling@hope.edu, Kline, Kate2 (AUTHOR) kate.kline@wmich.edu
Source: International Journal of Science & Mathematics Education. Oct2025, Vol. 23 Issue 7, p2255-2278. 24p.
Subject Terms: *Mathematics education, *Elementary education, *Mixed methods research, *Visualization, Multiplication, Mental imagery, Empirical research
Abstract: The learning of basic facts, or the sums and products of numbers 0–10 and their related differences and quotients, has always been a high priority for elementary school teachers in many countries. While memorization of basic facts has been a hallmark of elementary school, current recommendations focus on a more nuanced development of fluency with these facts. The purpose of this study was to determine if visual imagery in the form of Quick Looks could promote the development and internalization of multiplication fact reasoning strategies, thus leading to greater fluency. The study was conducted during the 2021–2022 school year and involved students from three experimental third-grade classrooms and two different districts who received instruction using visual images. Students from corresponding control classrooms from the same districts received instruction from the district-adopted mathematics curriculum. Participating students (26 experimental, 25 control) were interviewed on their basic fact knowledge at five different times during the school year. Using an explanatory sequential mixed-methods design, experimental and control classrooms were compared with respect to student progress towards fact fluency, the types of strategies used by students, and overall multiplicative understanding. Analysis revealed that the experimental group made statistically greater gains with respect to all three of these components as compared to their control counterparts. Overall, it appears that image-based instruction may encourage greater progress towards multiplication fact fluency. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Visual Imagery as a Catalyst for Multiplication Fact Fluency and Multiplicative Understanding.
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  Data: <searchLink fieldCode="AR" term="%22Kling%2C+Gina%22">Kling, Gina</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> kling@hope.edu</i><br /><searchLink fieldCode="AR" term="%22Kline%2C+Kate%22">Kline, Kate</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> kate.kline@wmich.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Science+%26+Mathematics+Education%22">International Journal of Science & Mathematics Education</searchLink>. Oct2025, Vol. 23 Issue 7, p2255-2278. 24p.
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  Data: The learning of basic facts, or the sums and products of numbers 0–10 and their related differences and quotients, has always been a high priority for elementary school teachers in many countries. While memorization of basic facts has been a hallmark of elementary school, current recommendations focus on a more nuanced development of fluency with these facts. The purpose of this study was to determine if visual imagery in the form of Quick Looks could promote the development and internalization of multiplication fact reasoning strategies, thus leading to greater fluency. The study was conducted during the 2021–2022 school year and involved students from three experimental third-grade classrooms and two different districts who received instruction using visual images. Students from corresponding control classrooms from the same districts received instruction from the district-adopted mathematics curriculum. Participating students (26 experimental, 25 control) were interviewed on their basic fact knowledge at five different times during the school year. Using an explanatory sequential mixed-methods design, experimental and control classrooms were compared with respect to student progress towards fact fluency, the types of strategies used by students, and overall multiplicative understanding. Analysis revealed that the experimental group made statistically greater gains with respect to all three of these components as compared to their control counterparts. Overall, it appears that image-based instruction may encourage greater progress towards multiplication fact fluency. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10763-025-10541-2
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        Text: English
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      – SubjectFull: Mixed methods research
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      – SubjectFull: Visualization
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              M: 10
              Text: Oct2025
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