Research

Learn the Times Tables with research-based strategies. Times to Remember was created using best educational practices for aiding memory. In summary, the research below supports a visual inspection strategy combined with a word-based strategy for rapid recall as well as visual and auditory connections from the unfamiliar and abstract to the familiar and concrete. Times to Remember, the Fun and Easy Way to Memorize the Multiplication Tables uses these strategies along with multi-sensory extensions.

 

1) VISUAL (See!):  Times to Remember uses a visual inspection strategy of the factors (numbers multiplied) represented as familiar objects.

2) AUDITORY (Say!):  Times to Remember uses a word-based strategy saying or singing the rhyme describing the factor illustrations.

3) KINESTHETIC (Do!):  Times to Remember incorporates both fine and gross-motor activities coloring and tracing the equation and rhyme, while providing hand signals or body motions for educators or parents seeking additional kinesthetic learning.

Brain

Researchers tell us that there are a variety of memorization strategies, some that work better than others.  According to a 2006 study using MRI to study brain activity, the best memorization strategies are two-fold. They include a combination of  A visual inspection strategy in which participants carefully studied the visual appearance of objects, and a verbal elaboration – or word-based strategy in which individuals constructed sentences or brief stories about the objects to remember them.” (Kirchhoff 2006, July 19).

 

Times to Remember illustrated rhymes were created from the physical shapes of the factors (the two numbers being multiplied). This provides a true visual learning strategy since it is the factors themselves which create the equation to be solved.  The quick sentence rhyme provides a word-based strategy describing the objects (the factors).

 

Kirchhoff’s study supports several other studies which show that memory increases when we are able to link the new information with information we already have stored in our brains. (Carnegie Mellon University, 2006, July 19).

 

Times to Remember embellishes the abstract number shapes so the student recognizes them as common objects (person, places, things). Common objects like birds, hats, bees, human faces, are used to represent the abstract factors. The rhymes are created with commonly understood themes and words as well.

 

While this two-fold visual and word-based scaffold for memorization is significant of and in itself, numerous studies also support a multi-sensory approach for all areas of learning, including memorization.

 

Times to Remember, in addition to the visual and word-based strategies, uses music, rhymes, clapping, tracing, and even body signals and motions, all of which support multi-sensory learning.

 

It is important to note that Kirchhoff concludes that individuals tend to self-select memorization strategies, and that these strategies can be very effective. Thus as teacher and parents we are responsible for teaching our children various memorization strategies in order to equip them for independent learning of that necessary fact base.

 

Is a Fact Base Important?

Bricks

Facts are the bricks and mortar of higher-level learning structures.  Since higher-level learning is our goal, let’s help provide the foundation. Research tells us that success at higher levels is dependent on first having success as lower levels.  Please read the full report.

 

For more research on memorization as it related to education, brain research, and suggestions for improved classrooms, click here.

 

Bibliography and Recommend Further Reading

Caine, R. M, Caine, G., McClintic, C. & Klimek, K. (2005). 12 Brain/mind learning principles in action: The field book for making connections, teaching and the human brain. California: Corwin Press.

Carnegie Mellon University (2006, July 19). Carnegie Mellon Study Offers New Clues About Memory.

Kirchhoff, B.A.& Buckner R.L., Functional-Anatomic Correlations of Individual Differences in Memory, Neuron 51, 263-274, July 20, 2006