Mnemonics Versus Rote Rehearsal Learning of Multiplication Fact Fluency with Third Grade Students

Date of Award

Fall 12-20-2018

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Courtney LaLonde


Mnemonics, Rote Rehearsal, Fluency, Memorization, Retention



The purpose of this research was to determine whether mnemonics instruction or rote rehearsal instruction was more effective in teaching third graders multiplication fact fluency to include numbers 0-9. This study’s participants included ten randomly selected third-graders. They focused on two of the many types of multiplication strategies used by teachers today. Specifically, the study determined the amount of facts students consistently retain over the course of the study. The study aimed to determine whether one way of teaching was better than the other based on the amount of facts learned, accurately, over the course of four weeks. Furthermore, the study was structured around students’ individual progress on timed multiplication tests. Student’s weekly timed test scores and instructor’s observations during daily lessons provided adequate information to determine which method of multiplication fact instruction proves to help third grade students make the most progress by the conclusion of the study. Comparing the results of these two assessments helped to show that using mnemonics instruction benefited the subjects’ multiplication fact fluency greater than rote rehearsal instruction.

Abstract only: No full text available.