Abstract:

The purpose of this study was to investigate the views of students, their parents and teachers about mental arithmetic training used in arithmetic teaching. To this end, ten students who have been taking mental arithmetic training for some time, their parents and teachers were administered semi-structured interviews in accordance with a collective case study design. The participants were accessed using a purposive snowball sampling method. The data obtained were subjected to content analysis using Nvivo10 software. Results of the study revealed that participating students and parents expected of mental arithmetic training to enhance students’ math academic achievement and calculation accuracy and time. Participants commonly believed that the major contribution of mental arithmetic training to students was developing positive attitudes and favorable motivation towards learning. Moreover, all of the participating teachers believed that students who attend mental arithmetic training now participate into lessons more actively. It was also understood that participants think mental arithmetic training actually enhance arithmetic skills and fluency, comprehension, concentration, math academic achievement, memory and make contributions to other lessons. Lastly, most of the participants favor the idea that mental arithmetic training should be integrated into formal math curriculum

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