How far does the use of concrete learning resources improve times table recall among low attaining Year 3 and 4 pupils?

This study aims to investigate the efficacy of using concrete learning resources as a times table teaching aide with underperforming pupils. It provides a review of the existing literature on the subject, explains the contextual factors for the study, sets out the research process, and provides an analysis of the data collected. Overall, this study found that there is there is some emerging evidence that concrete learning resources may have improved times table recall, along with preliminary evidence that gender and teaching assistant may play a role in the efficacy of such resources for improving outcomes. Qualitative evidence suggests that pupils
may prefer digital methods for learning times tables, rather than concrete resources.