Multiplication Table Question

  • Context: High School 
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    Multiplication Table
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Discussion Overview

The discussion revolves around the reasoning behind the common practice of teaching multiplication tables up to 12x12 in grade school, despite the argument that a 9x9 table could suffice for basic multiplication problems. Participants explore historical, cultural, and practical aspects of this educational choice.

Discussion Character

  • Exploratory, Conceptual clarification, Debate/contested

Main Points Raised

  • Some participants suggest that the use of a dozen as a common denomination influences the decision to include multiplication up to 12x12.
  • Others argue that knowing the products for 11 and 12 can facilitate quicker mental calculations compared to breaking them down into simpler components.
  • One participant notes that while 12 is beyond the basic multiplication facts, memorizing higher products can be beneficial for specific applications, such as playing cards.
  • A historical perspective is introduced, mentioning the UK currency system prior to 1972, which had 12 pennies to a shilling, potentially influencing the educational approach.

Areas of Agreement / Disagreement

Participants express various viewpoints on the necessity and utility of extending multiplication tables to 12x12, indicating that multiple competing views remain without a clear consensus.

Contextual Notes

The discussion touches on cultural and historical factors that may influence educational practices, but does not resolve the underlying assumptions about the sufficiency of smaller multiplication tables.

Who May Find This Useful

Educators, curriculum developers, and individuals interested in the historical context of mathematics education may find this discussion relevant.

Thecla
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Why do many multiplication tables for grade school students go up to 12x12, when a table up to 9x9 is sufficient for any multiplication problem?
 
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Quickest guess is that DOZEN is a common or frequently used denomination or set of increments.
 
Because knowing "11 times" and "12 times" by heart is a little faster than doing it as 10+ 1 and 10+ 2. And, as symbolipoint said, dozens are used often enough to make that useful. (11 just gets in the way!)
 
Twelves is just a little bit beyond the basic multiplication facts necessary for both mental and manually written competence with performing multiplication computations. Nothing really stops a person from memorizing up to 13 or up to 16 or 17, or whatever one wants to know or memorize. Beyond twelves, knowing a few facts can be convenient or can come through experience: 13 squared is 169; 14 squared is 196; 15 squared is 225; 52 is the typical amount of cards in a set of playing-cards, and from this one may know 13*4=52.
 
Thanks for the help. I forgot about the dozen
 
In the UK it goes back to before 1972 when our currency had 12 pennies to 1 shilling.
 

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