By Diane N. Palmer
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Subsequent studies confirm that the consolidation of addition and multiplication facts correctly into long-term memory continues to be a major challenge for most children.
Is the Way We Teach the Multiplication Tables Intuitive? Not really. Through hours of practice, young children expend enormous amounts of neural energy laboring over memorizing the multiplication tables, encountering high rates of error and frustration. Yet this is happening at a same time when they can effortlessly acquire the pronunciation, meaning, and spelling of 10 new vocabulary words every day. They certainly do not have to recite their vocabulary words and their meanings over and over the way they do their multiplication tables.
Let the names Allen, Brian, Carl, Dennis, Edward, Frank, and Gary represent the digits 1, 2, 3, 4, 5, 6, and 7, respectively, and replace the phrase “lives on” with the equal sign. That yields three multiplications: • 3 × 4 = 12 • 3 × 7 = 21 • 7 × 5 = 35 From this perspective, we can now understand why the multiplication tables present such difficulty when children first encounter them. Patterns interfere with each other and cause problems. 44———How the Brain Learns Mathematics Pattern interference also makes it difficult for our memory to keep addition and multiplication facts separate.