Book Description
The purpose of this study was to determine if supplementing the Regina math curriculum, Harcourt math 2004, with five different addition strategies, would improve computational fluency of addition math facts through the sum of 18 in my second grade classroom. The data was collected over a nine-week period during the fall semester of 2008-2009 school year at Regina Elementary in Iowa City, Iowa. Data sources for this study included daily lessons of each strategy, weekly addition assessments, and a pre-test/post test assessment. The 40-problem pre-test was administered at the beginning of the study and the same test was administered at the end of the study as a posttest. Other sources of data included a math graph for each student to record their weekly assessment scores. Each lesson in the study included direct instruction of the basic addition strategy, guided practice, hands-on activities, and cooperative learning activities in the classroom. After the posttest was administered to the subjects, findings suggest that this strategy-based instruction and guided practice did increase the computational fluency of my second grade students.