Teaching Multiplication Through the Japanese Multiplication Method: An Action Research Study

The Japanese multiplication method (JAMED) is defined as drawing diagonal lines from left to right, followed by crossing them with diagonal lines from right to left, and then counting the intersection points to determine the multiplication result. This study aimed to teach multiplication to third-grade students who struggled to learn the operation using traditional methods, by employing the JAMED method, and to evaluate the process. We utilized the technical/scientific/collaborative model, a type of action research, in this study. The research was conducted with four third-grade students who were unable to learn multiplication through traditional methods, in a primary school located in Hani district of Diyarbakir province. We collected data using several tools: the 3rd Grade Multiplication Success Test developed by the researchers, Pre- and Post-Implementation Teacher Interview Forms, Post-Implementation Student Interview Forms, Researcher Diary, Audio Recordings taken during the Teaching Process, Lesson-End Assessment Activity Sheets, and related Rubrics. For the analysis of the qualitative data obtained, we employed content analysis and descriptive analysis. The findings indicated that the JAMED method positively impacted the development of multiplication skills and the transformation of negative affective traits towards multiplication into positive ones. However, students faced difficulties with marking intersection points, counting dots, grouping, adding carry-over numbers, drawing diagonal lines, shifting digits, and transferring results obtained with JAMED to traditional methods. We also identified potential disadvantages of JAMED, such as overshadowing other subjects and time limitations.