Author : Amie J. Snapke
Publisher :
Page : 96 pages
File Size : 21,84 MB
Release : 2008
Category : Educational technology
ISBN :
Author : Sara Ellen Lazari
Publisher :
Page : 92 pages
File Size : 34,26 MB
Release : 2005
Category : Mathematics
ISBN :
Compared three students' ability to multiply correctly after interventions with computer-assisted instruction and flash card drills.
Author : Robin S. Codding
Publisher : Guilford Publications
Page : 273 pages
File Size : 45,63 MB
Release : 2017-02-09
Category : Psychology
ISBN : 1462528287
Building foundational whole-number knowledge can help put K-5 students on the path to academic success and career readiness. Filling a gap for school practitioners, this book presents step-by-step guidelines for designing and implementing classwide, small-group, and individual interventions for mathematics difficulties. Effective procedures for screening, assessment, intervention selection, and progress monitoring are described and illustrated with detailed case vignettes. User-friendly features include 20 reproducible handouts and forms; the print book has a large-size format with lay-flat binding for easy photocopying. Purchasers get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.
Author : Meagan Rolfes
Publisher :
Page : 44 pages
File Size : 30,31 MB
Release : 2011
Category : Mathematics
ISBN :
The purpose of this study was to measure the effects of Rocket Math on the automaticity of basic multiplication facts in 5th grade students. The action research project took place in a 5th grade classroom. The students used Rocket Math over a nine-week period. This nine-week study consisted of 22 5th grade students, 12 male and 10 female. All students received the treatment, and data was collected on students whose pre-test scores were below 20 %. The data collection group consisted of three males and four females. A teacher-designed assessment was used as the pre-test and post-test to determine growth. Students participated in the treatment three days per week by taking a one-minute timed test. A two-minute timed test was administered weekly to monitor progress. Teacher anecdotal notes were kept to record observations during the study. Results from the post-test indicated an increase in the number of correct answers given during a two-minute test. Results for this study indicate a possible gain in automaticity of basic multiplication facts. Further research is needed to determine if the conclusions of this study would be applicable to a generalized population.
Author : Kelly McCullough Thompson
Publisher :
Page : 110 pages
File Size : 18,51 MB
Release : 2017
Category : Educational psychology
ISBN :
The acquisition of basic math facts is a necessity for elementary school students as it fosters skill development as math concepts increase in difficulty. Specifically, by the end of the fifth grade, students are expected to have mastered all basic one-digit by one-digit multiplication problems. Many students, however, do not become fluent with multiplication facts, particularly the most difficult basic facts (i.e., digits 6-9). The current study was designed to determine if a computer-based learning trials program could enhance automaticity with difficult multiplication facts. Further, we investigated whether the computer program targeting difficult facts could enhance fluency across all basic multiplication facts. A multiple-baseline across student design was used to evaluate the effectiveness of this intervention. Three students participated in the study where they were assessed on their automaticity for each difficult multiplication problem as well as their overall basic multiplication fact fluency. Visual analysis of results suggests that the computer program enhanced the number of rapid and accurate responding for these difficult multiplication problems across at least two students. Visual analysis was supplemented with statistical analysis, which suggested that the intervention enhanced automaticity on difficult facts with two of the three students. With respect to fluency across all problems, these data provided no evidence that the computer program targeting difficult problems enhanced fluency, as the data on fluency was not interpretable because of high within-student variability. Survey data revealed that students found the intervention acceptable. Findings of the current study have theoretical and applied implications. Study limitations and directions for future research are discussed.
Author : Elizabeth T. Hulbert
Publisher : Taylor & Francis
Page : 276 pages
File Size : 29,14 MB
Release : 2023-07-04
Category : Education
ISBN : 1000886166
The second edition of this book offers a unique approach to making mathematics education research on the teaching and learning of multiplication and division concepts readily accessible and understandable to preservice and in-service K-6 mathematics teachers. Revealing students’ thought processes with extensive annotated samples of student work and vignettes characteristic of classroom teachers’ experience, this book provides teachers a research-based lens to interpret evidence of student thinking, inform instruction, and ultimately improve student learning. Based on research gathered in the Ongoing Assessment Project (OGAP) and updated throughout, this engaging and easy-to-use resource also features the following: New chapters on the OGAP Multiplicative Reasoning Framework and Learning Progressions and Using the OGAP Multiplicative Progression to inform instruction and support student learning In-chapter sections on how Common Core State Standards for Math are supported by math education research Case Studies focusing on a core mathematical idea and different types of instructional responses to illustrate how teachers can elicit evidence of student thinking and use that information to inform instruction Big Ideas frame the chapters and provide a platform for meaningful exploration of the teaching of multiplication and division Looking Back Questions at the end of each chapter allow teachers to analyze student thinking and to consider instructional strategies for their own students Instructional Links to help teachers relate concepts from each chapter to their own instructional materials and programs Accompanying online Support Material that includes an answer key to Looking Back questions, as well as a copy of the OGAP Fraction Framework and Progression A Focus on Multiplication and Division is part of the popular A Focus on . . . collection, designed to aid the professional development of preservice and in-service mathematics teachers. As with the other volumes on addition and subtraction, ratios and proportions, and fractions, this updated new edition bridges the gap between what math education researchers know and what teachers need to know to better understand evidence in student work and make effective instructional decisions.
Author : Steven James
Publisher : CreateSpace
Page : 82 pages
File Size : 10,97 MB
Release : 2012-06-01
Category : Education
ISBN : 9781477626290
Ask any teacher above the 4th grade what the one thing is students must know to be successful in math and the answer will be most likely be the same: math fact fluency. By the fourth and fifth grades students are generally proficient in addition and subtraction. If there is a hang-up, it is with multiplication facts…and with some students…it stops there. If a student shuts down because he or she is not given the right skills to become fluent with multiplication – the entire math engine can shut down. This does not have to happen. Multiplication Made Easy helps parents and teachers alike move students towards multiplication fact fluency.The purpose of the lessons in Multiplication Made Easy is twofold: to help students learn multiplication facts accurately and to help students learn facts with automaticity. At the first level, students can produce math facts when they have time to think and concentrate. The second level allows them to simply produce facts – automatically -- with both speed and accuracy. Some people say they simply can't learn math facts – they have tried and they can't; however, if one can learn to sing the Happy Birthday song, or Row, Row, Row Your Boat or any other song and can recall it instantaneously when needed – then that same person can indeed learn their math facts. Fluency practice helps with fact development and having the ability to automatically regurgitate math facts paves the way for future math success. This can be achieved by using the lessons in Multiplication Made Easy to chunk away at math fact mastery. Once you and your child feel he or she is proficient with chunking pages move to on to the Multiplication in a Minute lessons and math fact fluency will be attained!
Author :
Publisher :
Page : 928 pages
File Size : 34,31 MB
Release : 1989
Category : Education
ISBN :
Author : Katherine L. McDermott
Publisher :
Page : 96 pages
File Size : 17,99 MB
Release : 2014
Category : Mathematical fluency
ISBN :
The aim of this study was to evaluate the benefits of traditional and non-traditional teaching practices in developing automaticity in math fact fluency among a group of academically diverse sixth and seventh grade students in an urban setting in the northeastern region of the United States. The students in this study demonstrated low performance in mathematics as evidenced by district-wide assessments. Research was conducted in small group settings with two classes of students over the course of two weeks. One class received daily math fact strategy instruction from the traditional Pearson Envisions curriculum while the other class developed automaticity in math fact fluency in a non-traditional manner through playing Yahtzee©. Data was collected through a pre-assessment and a post-assessment to measure student growth. The data was analyzed in three areas to determine if there is a benefit to using non-traditional teaching practices over traditional teaching practices. The data compared the results from both classes in terms of the percentage of students who made growth, the average amount of individual growth, and the percentage of students who were proficient on the post-assessment. Results showed a higher percentage of students made growth through developing automaticity in math fact fluency through playing Yahtzee©. The same group of students also had a higher average amount of individual growth as well as a higher percentage of students who were proficient on the post-assessment. These results suggest that it is beneficial to use non-traditional teaching practices, such as Yahtzee© to develop automaticity in math fact fluency.
Author : Stephanie Mills Curry
Publisher :
Page : 102 pages
File Size : 49,15 MB
Release : 2002
Category : Computer-assisted instruction
ISBN :
