That’s the kind of question nearly 600,000 children in Year 4 across England, aged eight or nine, will need to answer during the Multiplication Tables Check (MTC) this June. Introduced in 2022, the MTC is a digital exam designed to assess how quickly and accurately children can recall multiplication facts. Students are given 25 questions to complete, with only six seconds to answer each one.
Why Quick Recall Matters
Knowing multiplication facts like 7 × 9 = 63 instantly is more than just a party trick. Quick recall reduces the mental load on children, giving them more capacity to tackle complex problems, multi-step calculations, and real-world problem-solving.
It also lays the groundwork for learning more advanced mathematical topics in secondary school. In this way, the MTC’s focus on fluency has a sound basis.
What the Data Shows
Since the assessment was rolled out, average test scores have risen — from 19.8 in 2022 to 20.6 in 2024. This suggests that schools are taking multiplication fluency seriously and dedicating time to improving it.
But there’s a trade-off.
Critics, including the National Association of Head Teachers (NAHT), argue that focusing too heavily on fact recall may crowd out other essential mathematical skills. The emphasis on fast recall could also disadvantage students who lack experience with digital tools or who experience anxiety during timed tasks.
Tech Familiarity Matters
Although research suggests that the MTC accurately measures multiplication fact recall, other factors may influence how children perform. Our studies found that children’s attention spans and typing speed on tablets can impact their results.
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This raises questions about fairness — particularly since not all schools have the same access to up-to-date digital equipment. Ensuring that all children are familiar with the format and devices used in the test is critical to levelling the playing field.
Fact Recall ≠ Mathematical Understanding
The ultimate goal behind introducing the MTC was to raise general maths achievement. But so far, Year 6 Sats scores, which assess a broader range of mathematical skills, have not shown significant improvement.
Why? Because remembering that 7 × 5 = 35 isn’t the same as being able to solve a problem like:
Tara has seven books. Ravi has four times as many. How many books do they have altogether?
Reciting facts is useful, but applying those facts in context is an entirely different skill — and one that needs explicit teaching.
The Problem with Time Pressure
A key feature of the MTC is speed. However, research shows that practising under time pressure isn’t necessarily the most effective way to learn.
In fact, in an upcoming study, we found that children with maths anxiety made less progress when they practised under time constraints. When the pressure was removed, their learning improved significantly.
That means while some children may thrive in fast-paced multiplication games, others might benefit more from steady, untimed practice. Regular, focused retrieval practice — regardless of speed — is what really counts for long-term learning.
A Balanced Approach to Maths Learning
While multiplication fluency is an important part of numeracy, it should be only one piece of a broader learning experience. Effective maths teaching should also include:
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Conceptual understanding
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Strategy selection
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Word problem solving
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Mathematical reasoning
Preparing for the MTC should not come at the cost of these vital skills. Helping children memorise their times tables is useful, but they also need support in applying that knowledge to real-world and abstract problems.
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Final Thoughts
The Multiplication Tables Check provides insight into a child’s ability to recall facts quickly — but it shouldn’t define their entire maths education. A well-rounded approach, balancing fluency with problem-solving and conceptual learning, is key to building confident and capable young mathematicians.
Timed tests may work for some, but for others, removing the stopwatch might be the first step to unlocking deeper understanding.
