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The present study investigated the differences of strategy use between low-, average-, and high-achieving students when solving different multiplication problems. Nineteen high-, 48 average-, and 17 low-achieving students participated in this study. All participants were asked to complete three different multiplication tests and to explain how they solved these problems. Results suggested that low achievers used incorrect operation strategies more frequently, indicating a lack of conceptual understanding of multiplication. High-achieving students demonstrated greater flexibility in problem-solving and were more accurate in performing direct retrieval or math algorithm strategies. Results were discussed about improving low achievers' use of advanced strategies, enhancing their flexibility in choosing strategies and improving students' accuracy in using direct retrieval or math algorithms.
