Hyman, RandyDeMaioribus, Carmel E2011-12-082017-04-142011-12-082017-04-1420112011https://hdl.handle.net/11299/187488Presented in Partial Fulfillment of the Requirements for The Master of Education Degree in the College of Education and Human Service Professions, University of Minnesota Duluth, 2011Committee names: Randy Hyman (Chair). This item has been modified from the original to redact the signatures present.Despite a concerted effort by policy makers and educators to improve U.S. math education, student math scores remain unimpressive. In exploring possible reasons for this, this study examined the role that basic math fact automaticity plays in math success, where automaticity is defined as the ability to recall facts with speed and accuracy at an unconscious level. Information processing theory posits that automaticity frees up cognitive resources for more complex processes, and should therefore be an important part of learning math. To investigate this, basic multiplication fact fluency levels of a group of college students were determined by a timed math probe. These same students also completed a short survey assessing their attitudes and high school math achievements. The students’ levels of fluency as demonstrated on the math probe were then compared to their reported math attitudes and achievements. Relationships between levels of fluency and math attitude and achievement were noted. The most interesting finding, however, was the lack of basic multiplication fact automaticity in 90% of the college students tested. The implications of this lack of automaticity present an interesting subject for future study.enMathematics educationAutomaticityMaster of EducationDepartment of EducationCollege of Education and Human Service ProfessionsUniversity of Minnesota DuluthPlan Cs (coursework-based master's degrees)Mathematics -- Study and teachingScholarly Text or Essay