Analysis of Calculation Strategies Used by Second-Grade Elementary School Students in Solving Multiplication Problems Based on Numeracy Skills

Abstract

Numeracy skills serve as a crucial foundation for elementary school students in grasping mathematical concepts, particularly multiplication—a fundamental topic in the second grade. Each student employs a distinct calculation strategy to solve multiplication problems, reflecting their specific level of numeracy proficiency. This study aims to describe the variety of calculation strategies used by second-grade students to solve multiplication problems and to relate these strategies to their numeracy levels. A descriptive qualitative approach was adopted, involving second-grade students categorized into high, medium, and low numeracy levels based on initial numeracy test results. Data were gathered through written tests featuring multiplication word problems, observations of the problem-solving process, and semi-structured interviews with both students and classroom teachers. Data analysis followed the Miles and Huberman interactive model, comprising data reduction, data display, and conclusion drawing. The findings indicate that students with high numeracy levels tend to use direct multiplication strategies and leverage their understanding of basic multiplication facts. Students with medium numeracy levels predominantly use repeated addition and finger-based calculation methods (*jarimatika*), whereas students with low numeracy levels rely on "counting all" strategies and concrete aids, frequently struggling to grasp the concept of multiplication as repeated addition. Additionally, common errors were identified, such as place-value mistakes, reversed operational sequences in mixed problems, and an inability to formulate a concluding answer. These findings underscore the importance of using concrete learning aids and a gradual Realistic Mathematics Education approach to help students develop calculation strategies that are more efficient, meaningful, and aligned with their evolving numeracy skills.