Ultra Instinct Multiplication Tables: Practice and Automaticity for Test Preparation

Ultra Instinct Goku / Courtesy: Toei Animation

Ultra Instinct describes the elevated state of mental and physical awareness that Goku is able to achieve after years of rigorous training. At this level, Goku is able to move without thinking, which gives him an overwhelming tactical advantage in battle.

Thinking adds to reaction time. By moving without thinking, Goku’s speed and precision are nearly perfect. Training was the key to unlocking his potential.

Test preparation also requires training.

Practice, retention and recall of multiplication facts (i.e., “times tables”) are essential skills for developing solutions for more complex math problems. The ability to quickly recall multiplication facts saves time and builds one of the most frequently-used skills in all of mathematics.

Mastery of multiplication facts involves the process of improving declarative and procedural math knowledge through practice.

That consistent practice leads to eventual automaticity, where you will be able to recall multiplication facts without even thinking. With time, you may even develop the math equivalent of Ultra Instinct (maybe).

Testing is just testing. No more, no less.

Standardized testing is nothing more than a cost-effective way of measuring proficiency. Minimizing cost is the main goal of using standardized tests for assessment of skills mastery. As a result, standardized testing environments have limitations. Those limitations includes the complexity and the scoring of test items.

Test takers cannot control the content of the assessments, but they can control the amount of time spent per test item and the probability of selecting the “best answer” from a list of choices.

Many standardized test scores are norm-referenced. Imagine sitting on a giant number line with all the other test takers.

Your test score only reflects your position on that number line. Your position on that number line only indicates how well you were able to complete the test.

Your test score does not reflect your actual intelligence.

The test scores must be validated in order for local education agencies (e.g., school districts) to use them. The validation procedure must minimize the cost related to the revenue generated from test administration.

Your position on the number line can be affected by how many test items you complete and how many “best answers” you select. As you move higher on the number line, your test score improves.

This sounds obvious, but many test takers forget that small changes to test preparation can make a big difference in test performance.

Therefore, if your average response time per test item (RTPT) is less than the person next to you on the number line, then you may have a better chance of moving higher on the giant number line.

More time invested in practice test items, will lower response time on standardized test.

If your multiplication skills are better than the test taker next to you, then you may have an even better chance of moving higher on that giant number line. More time invested in recall of multiplication facts under time pressure will help prepare your mind for better test performance.

Meaningful test preparation improves test scores. Investing more training time to practice multiplication facts will place you ahead of all the other students who have not invested any time at all.

As your training intensifies into focused multiplication practice, you will be able to complete arithmetic operations without thinking – a characteristic of automaticity, and perhaps, Ultra Instinct multiplication.

MathForWork delivers distributed learning systems, instruction support, and test preparation for all learners. Learn more at MATHFORWORK.COM. MathForWork is a Bitwise Thermodynamics project.

Test Preparation

Before you prepare to take any test, it is important to understand that the test is not an indication of your intelligence or pathway to success. The only thing a test measures is your ability to take a test.

Right now, the only two tests we discuss here are the ACT and SAT. Standardized tests are the most cost-effective method of assessment in learning environments where accountability is measured with specific metrics and results.

The tests are standardized.

Thus, the methods of test item construction and scoring are optimized to minimize cost and maximize reliability. This also means that the diminishing marginal utility of these assessment products can only be restricted to a very specific time period in life. That scarcity of time (and the resulting barrier to opportunity) has led to the increased value of these test scores

Standardized test scores are metrics that help students, parents and educators set goals.

Test preparation requires discipline, integrity and sacrifice. Students must use time management skills to prioritize test preparation over play time. Integrity requires the student to strive for success based on merit, rather than position or privilege. Further, the tradeoffs must be made in order for serious test preparation to yield good results.

Four P’s of Test Prep Success

The four P’s of success in testing environments are preparation, practice, participation, and persistence.

Preparation involves all the “test recon” that includes the details regarding the content and administration of the standardized test. The process of preparation involves self-regulation, which requires goal setting, mental preparation, and and more control over the physical learning environment.

Practice helps build connections in the brain that promote faster retrieval of declarative knowledge and more proficient production of procedural knowledge. Wide receivers in the NFL practice skill position drills that look strange out of context but give an edge against defenders in game time situations.

Participation sounds obvious, but some students never take the standardized tests after preparation and practice.

Persistence requires both participation and perseverance. Some students take the exam, but stop halfway because they are not confident in their ability to earn a passing score. Some students get a low score on the first attempt and refuse to retake a test. In both cases, there is a lack of persistence, which leads to guaranteed bad outcome.