Wednesday, 11 June 2025
New research has revealed that learning how to recall multiplication tables doesn’t automatically mean children understand how to apply this knowledge and that different methods of practice can be equally helpful for recall of multiplication facts. The findings could be used to support children’s mathematics learning at school and at home.
Every year in June children in England aged 8 and 9 sit their Multiplication Tables Check (MTC), a statutory assessment of their multiplication fact recall. The MTC is an online test where the pupils are asked 25 questions on times tables 2 to 12. For every question, they have 6 seconds to answer, and in between the questions, there is a 3-second rest.
Experts from the School of Psychology at the 糖心原创 and Loughborough University are running the Skills Underlying Maths (SUM) project to understand whether current multiplication teaching and assessment methods are effective. They with 200 children in schools using a computerised mathematics game to examine how they learn and apply their multiplication knowledge.
The purpose of introducing the MTC was to improve children’s broader mathematics attainment by improving their multiplication fact recall. Since the MTC was introduced in 2022, the average score in the test has increased year-on-year from 19.8 in 2022 to 20.6 in 2024. This suggests that schools are placing more emphasis on children’s multiplication fact recall. However, this apparently positive picture masks concern about the impact of the MTC on children’s broader mathematical achievement and their enjoyment of mathematics. Consequently, teaching unions have called for an end to the assessment and the role of the assessment is currently under review.
We know that learning multiplication facts is important as it frees up a child鈥檚 cognitive resources so they can focus on different, more complex aspects of the maths they are doing. However, to succeed at this they need to have a good conceptual understanding of multiplication, as well as be able to recall the facts from memory.
The researchers found improving children’s multiplication fact recall through retrieval practice doesn’t equate to improving their ability to use the multiplication facts they know. Children who can recall a multiplication fact such as 5 x 7 = 35, may not be able to use this fact to solve a problem such as “Tara has 7 books. Ravi has 4 times as many. How many books do they have together”.
The researchers also looked at whether it’s important for children to practice under timed conditions and found that practice with a computerised game can support children’s fact recall and the benefits to learning are the same whether or not children are encouraged to answer as quickly as possible.
They also found that children who were anxious about mathematics learnt less when practising with time pressure compared to children without mathematics anxiety. When the time pressure was removed, anxiety levels were not related to the amount of learning. Doing some regular multiplication fact retrieval practice is more important than the type of practice, for all learners.
Multiplication fact recall is just one element of mathematics and so having a good balance is important. Fact recall and testing should go hand in hand with other areas of mathematics learning such as understanding concepts, choosing strategies and solving applied problems. Recalling multiplication facts doesn鈥檛 automatically help children to apply their knowledge. So, although working towards the MTC can support fact recall, children will need extra support in knowing how to use and apply these facts.
Professor Cragg added: “Equipping parents with clear guidance about why multiplication facts are important and how they can support their child would really help with children’s learning and help bridge the gap between reciting the numbers and knowing what those numbers mean. Our research helps to show that there are many different ways to successfully learn multiplication facts, so there doesn’t need to be a one size fits all approach.”
More information on the SUM project and research can be found here:
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More information is available from Professor Lucy Cragg on lucy.cragg@nottingham.ac.uk
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