› › The Effects Of Mnemonics To Increase Accuracy Of Multiplication Facts In Upper Elementary School Students With Mild To Moderate Disabilities

The Effects of Mnemonics to Increase Accuracy of Multiplication Facts in Upper-elementary School Students with Mild to Moderate Disabilities

Author : Logan James Eubanks

Publisher :

Page : pages

File Size : 42,49 MB

Release : 2013

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ISBN :

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Book Description

The intent of this project is to replicate a specific instructional method used in Wood et al.0́9s study focusing on the use of the pegword mnemonic strategy paired with stories and illustrations for 15 targeted multiplication facts remaining after mastering math facts in the zeros, ones, twos, fives, or nines groups. Three questions will be asked during this project on the effects of mnemonic instruction using pegword strategies on the percentage of multiplication facts answered correctly by third, fourth, and fifth grade students with learning disabilities? 1) Does pegword instruction paired with stories and illustrations result in immediate improvement for the specific multiplication facts taught? 2) Are students0́9 performances on previously taught multiplication facts maintained as new multiplication facts are introduced? 3) Do students maintain accuracy on 2 and 4 week follow-up tests?



The Effects of Peg and Keyword Mnemonics and Computer-assisted Instruction on Fluency and Accuracy of Basic Multiplication Facts in Elementary Students with Learning and Cognitive Disabilities

Author : Cheryl Irish

Publisher :

Page : 512 pages

File Size : 30,50 MB

Release : 2001

Category : Mathematics

ISBN :

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Book Description

Treatment effects was demonstrated by maintenance and follow-up measurements (two weeks and one month respectively) after intervention. The results of this study support other research on the effectiveness of mnemonic strategies to increase students' ability to acquire, retain, and retrieve information. It also supported the usefulness of technology to deliver strategy instruction to students with learning and cognitive disabilities. The study, however, did not result in increased fluency as measured by duration of time on task. Theoretical implications of the present study focused on the robustness of mnemonics strategies and computer-assisted instruction with supplemental classroom review. Practically, the study reflects the benefits of mnemonics instruction in math and the effectiveness of computer-assisted instruction. Future research recommendations include using the software program with students with other mild disabilities, including visual impairment; assessing generalization of the strategy to regular classroom contexts and to other math content; evaluating the program's effectiveness as a supplement in regular education; and studying the viability of the software program as a stand-alone project without regular class review.





The Use of Incremental Rehearsal in Improving Multiplication Fact Fluency for Three Middle School Students with Learning Disabilities

Author : Jane Therese Mathes

Publisher :

Page : 34 pages

File Size : 39,11 MB

Release : 2010

Category : Mathematics

ISBN :

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Abstract: Math fact fluency is a critical aspect of becoming proficient in the area of mathematics. This study was designed to determine whether incremental rehearsal of basic multiplication facts had an effect on the fact fluency of middle school students with learning disabilities. The researcher used a multiple baseline across subjects design to determine the effect of incremental rehearsal on fact fluency for three seventh-grade students with learning disabilities. To measure fact fluency, the researcher created a curriculum-based assessment. The participants took a two-minute multiplication test consisting of 80 single-digit facts using factors of 1-9 weekly. Visual inspection of the data was used to analyze the results. The data was graphed with both median and trend lines. The results of the data analysis indicated that prediction, verification, and replication did not occur, thus the results of the study did not demonstrate a functional relationship between the independent variable, incremental rehearsal and the dependent variable, fact fluency. Without further research, this study brings into question the effectiveness of incremental rehearsal for middle school students with learning disabilities.





Math Fact Fluency

Author : Jennifer Bay-Williams

Publisher : ASCD

Page : 206 pages

File Size : 29,42 MB

Release : 2019-01-14

Category : Education

ISBN : 1416627227

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Book Description

This approach to teaching basic math facts, grounded in years of research, will transform students' learning of basic facts and help them become more confident, adept, and successful at math. Mastering the basic facts for addition, subtraction, multiplication, and division is an essential goal for all students. Most educators also agree that success at higher levels of math hinges on this fundamental skill. But what's the best way to get there? Are flash cards, drills, and timed tests the answer? If so, then why do students go into the upper elementary grades (and beyond) still counting on their fingers or experiencing math anxiety? What does research say about teaching basic math facts so they will stick? In Math Fact Fluency, experts Jennifer Bay-Williams and Gina Kling provide the answers to these questions—and so much more. This book offers everything a teacher needs to teach, assess, and communicate with parents about basic math fact instruction, including The five fundamentals of fact fluency, which provide a research-based framework for effective instruction in the basic facts. Strategies students can use to find facts that are not yet committed to memory. More than 40 easy-to-make, easy-to-use games that provide engaging fact practice. More than 20 assessment tools that provide useful data on fact fluency and mastery. Suggestions and strategies for collaborating with families to help their children master the basic math facts. Math Fact Fluency is an indispensable guide for any educator who needs to teach basic math facts.







An Investigation of the Effects of Precision Teaching on Building Math Fact Fluency in 3rd-6th Grade Christian Home Schoolers

Author : Laura Diane Weed

Publisher :

Page : 274 pages

File Size : 41,9 MB

Release : 2005

Category : Christian education

ISBN :

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Book Description

"Purpose, scope, and method of study. Research studies using Precision Teaching in the public school classroom have shown significant increase in student learning by students charting their daily practice results and practicing facts to fluency. The purpose of this study was to look at the effect of Precision Teaching on the fluency of multiplication facts in the home school setting. Two components of learning, fluency and endurance, were addressed. Forty Christian home school students from the Tulsa metropolitan area, ranging from 3rd through 6th grade, participated in the study. Students and their parents volunteered for the study but were randomly assigned to one of two groups. One group did timed drills daily, charted their results on celeration (rate of learning) charts, and made educational decisions using those charts. The second group practiced daily but only did time drills when completing the weekly probes. Parents in this second group examined the weekly data, but they did not chart the data. One-minute probes were administered weekly throughout the twenty-eight day study as a pre- and post-test to assess fluency. Five-minute endurance probes were also administered as a pre- and post-test. Probes consisted of multiplication skill sheets from Sopris West Educational Services Basic Skill Builders and were used with permission. Analysis of the data was two-fold. Means of celeration, fluency (speed and accuracy), and endurance were statistically analyzed using a t-test at the .05 significance level. Probes were also charted on standard celeration charts and celeration lines were drawn and analyzed using the mid-day, mid-rate method. Findings and conclusions. The numerous statistical analyses performed for this researcher's study yielded no significant results. Both groups progressed in fluency although neither group achieved a fluency of 80 digits per minute. Daily practice, whether timed or untimed, produced similar progress in fluency and endurance. The precision teaching components of charting and timed practice did not produce significant results over the control group"--Abstract.