Computational Fluency, Multiplication Table and the Performance in Solving Verbal Problems in Middle School Students 1

The purpose of this study was to investigate the relationship between computational fluency and the performance in solving verbal problems that require mathematical reasoning. The sample of this study consists of 428 fifth and sixth graders selected from several schools located in 4 mid-Anatolian cities. The data were gathered through 4 different tools; 1) Tempo Test Rekenen (TTR) 2) Verbal Problems Test 3) Multiplication Table Test (2 minutes) 4) Multiplication Table Test (20 minutes). The data were analyzed using statistical methods and Tempo Test Rekenen's predictive power ofverbal problem solving skills was found as R= .692, R²= .478. Results showed that; a) Students' arithmetic calculation skills effectively predict students' performances in solving verbal questions that require mathematical reasoning, b) Their success of multiplication table tests increase if they are provided enough time, c) There is no significant difference between students' TTR scores and verbal problem solving scores according to gender and grade. The findings of this study were discussed along with the related literature. SUMMARY Purpose and Significance: The skill of four basic operations is fundamental for primary mathematics education. Students need these skills both in daily life and for learning further mathematics such as algebra. In order for basic operational skills to be used effectively, number sense and operational fluency are important (NCTM, 2000). Using efficient calculation strategies and fluency in arithmetic operations are two factors on success in mathematics as well as problem solving skills. Students who have good number sense and operational fluency would be able to choose effective problem solving strategies and apply them professionally. On the other hand, inability in arithmetical skills limits students' problem solving skills (Jordan, Hanich and Uberti, 2003), and causes low mathematics performance or limits their progress in mathematics. The purpose of this study was to investigate the relationship between computational fluency and the performance in solving verbal problems that require mathematical reasoning. Methods: The sample of this study consists of 428 students drawn from various public schools in four Mid-Anatolian cities. The data were gathered via four different tools: DeVos' (1992) "Tempo Test Rekenen", which is adapted to Turkish Literature by Olkun, Can and Yesilpinar (2013), "Multiplication Table-2 minutes," Multiplication Table-20 minutes", and "word problems set" consisting of easy, moderate, and difficult problems chosen from a nation-wide exam administered by the Turkish Ministry of Education (Government Boarding School and Scholarship Exam). To decide whether Tempo Test Rekenen is a significant predictor variable for verbal problem test scores, multi- standard regression analysis (enter's method) was conducted. Paired-Samples t-Test was used to compare the averages of short multiplication table test (2 minutes) and long multiplication table test (20 minutes). One-Sample t-Test was used to uncover the relationships between test scores of "Tempo Test Rekenen", "Multiplication Table Test (2 and 20 minutes)" and "Verbal Problems Test" according to gender and grade level.