Systematic Review: Student Skills and Psychology in Multiplication Operations

Abstract

Purpose:  Students’ skills in multiplication operations are rudimentary skills that students need to master. The teacher must demonstrate mastery as many students misconstrue the concept of multiplication.

Theoretical framework: Analytical studies on multiplication strategies are still lacking, with most studies concentrating more on interventions in the teaching and learning of multiplication topics. Besides, the systematic literature review on multiplication is still lacking.

Design/methodology/approach:  For this research, 20 journal articles were reviewed based on data from ERIC.

Findings:  The analysis confirmed that errors in the concept of multiplication and various multiplication methods had been examined in several mathematical topics in all these studies.

Research, Practical & Social implications:   The concept of multiplication is one of the critical skills in daily life. This learning process demands proper techniques and methods in determining the direction and future of students. There are several distinct approaches according to student mastery. Therefore, this concept of multiplication is paramount before starting teaching higher-level topics in mathematics.

Originality/value:   The concept of multiplication is vital to children in calculations, and it starts from small numbers to large numbers. This concept also involves taxing facts for children to measure. The children find the same basic concept of multiplication repeated several times by teachers confusing, and hence, similar errors occur among children. The process of introducing concepts to children is a critical matter before starting teaching, and this implies that children are inquisitive in understanding concepts in depth.