But the child finds himself in a difficult position among his peers, if he is not good at memorizing the school assignment. It's a shame, because most often in such cases the child is not deprived of intelligence, but the school system does not take into account the features of such a baby.
One of the main methods of remembering the multiplication table for such a case can be an illustration of what needs to be studied, in this case the multiplication table. You can create pictures and stories that display examples of multiplication. First, suggest that the child use imagination and present with what the numbers from 0 to 9 are associated. Thus, the student can create stable associations for himself. It is important that the child imagines the images, otherwise this will be additional information that needs to be remembered. The next stage will be to draw these associations near the corresponding figures. In this way, figurative and motor memory is also involved, and an unusual form of work causes positive emotions.
Then the resulting associations should be consolidated, for this schoolboy they call pictures, which he drew, in order to remember what figure is so depicted.
When such connections are successfully installed and stored in memory, you can proceed directly to memorize the multiplication table. It is not recommended to study more than one column of the table per day in order to avoid the effect of overlapping the information stored on each other, because this is a natural property of human memory.
Further work can be constructed as follows. On the leaf, the child writes an example that he remembers now, first using ordinary figures, and next draws his images and pictures, which he invented before that (image-images with the multiplication sign, the sign "equal" and the picture-result). Next, the child should be asked to invent a story in which there would be some causal relationship, and would be united by some kind of general logic. For example, meeting two characters, while the conditions of the meeting can be very diverse. The results of the meeting can be summed up with the "equal" sign. The result will be better if the meetings are interesting, emotional and unexpected. These stories the child should remember well, and at the time of learning you too. For example, you can make something like this for multiplication "2x3 = 6". "Some day a swan walked (2) and met the heart (3). And the swan saw how his heart pounded. And it became clear to the swan that he fell in love. And he began to show signs of attention to the heart. And then the swan and the heart were greeted by a clown (6), who began to laugh at them, uttering tili-tili-dough, the bride and groom! "
After working through several such examples, you should consolidate the links and highlight the most important from the story. However, for emotional memory it is good that the whole story remains. Asking questions such as "Walked somehow a swan, and who met him?", You can consolidate the material you have covered. If the kid called the correct answer, then ask him to remember what an example it was. If the student does not remember, help him restore some parts of the story with his comments.
Remember that the transition to remembering the next column is necessary only after the child successfully reproduces the material that has already been traversed.
Pay attention to the baby that in the following columns there is no need to invent new stories, because in there there are the same characters, only exchanged places. The result of such stories will be the same as it was invented earlier.
When the child learns, therefore, the whole multiplication table, it is necessary to repeat and fix the learned. You can use special methods. Table examples, in this case already with figures, can be told with different intonations, for example, grieving or greatly surprised, speak more slowly, or conversely, as soon as possible, talk in a tongue twitch, whisper or with a cry.
The solution of comic problems is well remembered with the help of table examples. You can use the principle of board games in solving examples from the multiplication table: the child does the following move, if he gives the correct answer, or stays in place, if not. And in the case when the kid makes a pre-planned number of steps, for example, reaches the next room or kitchen, you can encourage him to something pleasant, or tasty, for example.
If you think that you do not have enough imagination and creativity to help children in this way, you can contact a school psychologist who will help you to work through all of the above techniques.
If you use these techniques systematically, two days a week, then your child will be able to learn the multiplication table very quickly, in about a couple of months. And most importantly, your kid will know that he is not stupid, but just the ways that are used in schools, he does not fit and he can learn the material to others, more adapted to his individual way, yet also show his creativity.
By the way, if you care that his interest in learning does not disappear because of mechanical cramming, the above methods are best for children and without problems with mechanical memory. Also, classes will become more interesting and enjoyable.