Effects of Daily Math Practice on Addition and Subtraction Fact Fluency


Book Description

The purpose of this action research was to determine whether fifteen additional minutes of daily math practice would increase fluency of basic addition and subtraction facts. The subjects of the study were 25 second and third grade students from Viola Gibson Elementary School in Cedar Rapids, Iowa. The treatment lasted eight weeks. Students were given a pretest the first week of school to gather a baseline for math fact fluency. The independent variables that were used for daily practice were strategies, games fact triangles, worksheets, and 45- second timed tests. After eight weeks, a posttest was administered. My research data did support my guiding question: Will fifteen minutes of daily math practice increase fluency of basic addition and subtraction facts? Overall, the majority of student showed good growth. Students made an overall 38% increase from the addition pretest to posttest and 27% increase from the subtraction pretest to posttest.




Math Fact Fluency


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.




The Effects of Strategy-based Daily Math Practice on First and Second Grade Students' Computational Fluency


Book Description

The purpose of this research study was to evaluate the effects of daily strategy based math instruction and guided practice on students' computational fluency of basic addition facts. This study took place in my multiage 1st/2nd grade classroom over a nine-week period during the 2008-2009 school year. Before treatment began, baseline data was collected in the form of a pretest. Throughout the study, students were taught five addition strategies. Each lesson throughout treatment included direct instruction of basic addition fact strategies and guided student practice. Students were also given opportunities to work with manipulative, participate in cooperative groups, play addition games, and make and review fact flashcards. Five weekly timed assessments were administered to check for understanding of each strategy. At the conclusion of the treatment period, a posttest, which was identical to the pretest, was administered. Findings suggest that the explicit instruction paired with guided practice increased student computational fluency.







The Effects of Using Daily Instruction of Math Strategies to Improve Computational Fluency of Basic Addition Facts


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.




Effects of Using Systematic Daily Lessons of Various Strategies on Computational Fluency


Book Description

The purpose of this study was to determine if systematic addition and subtraction practice, through daily minilessons, would increase first and second graders' computational fluency. One multiage, first and second grade math class was involved in this study. The students were given an addition pretest and a subtraction pretest prior to the implementation of the treatment of the study. An eight week timeline was established in which students engaged in concrete, symbolic, and abstract math activities involving specific strategies for addition and subtraction. At the end of each treatment week, students completed worksheets which focused on the specific strategies practice that week. Half of the worksheet contained addition facts, and the other half contained subtraction facts. Observational notes were kept as students worked on the worksheets each week. A posttest for addition and a posttest for subtraction were given at the end of the treatment period. The addition and subtraction posttests were the same documents used for the pretest. The addition and subtraction posttests were the same documents used for the pretests. The research data supported the hypotheses that students would improve computational fluency in both addition and subtraction facts when they practiced daily. Overall, the majority of first and second grade students showed growth in both addition and subtraction facts.




Figuring Out Fluency in Mathematics Teaching and Learning, Grades K-8


Book Description

Because fluency practice is not a worksheet. Fluency in mathematics is more than adeptly using basic facts or implementing algorithms. Real fluency involves reasoning and creativity, and it varies by the situation at hand. Figuring Out Fluency in Mathematics Teaching and Learning offers educators the inspiration to develop a deeper understanding of procedural fluency, along with a plethora of pragmatic tools for shifting classrooms toward a fluency approach. In a friendly and accessible style, this hands-on guide empowers educators to support students in acquiring the repertoire of reasoning strategies necessary to becoming versatile and nimble mathematical thinkers. It includes: "Seven Significant Strategies" to teach to students as they work toward procedural fluency. Activities, fluency routines, and games that encourage learning the efficiency, flexibility, and accuracy essential to real fluency. Reflection questions, connections to mathematical standards, and techniques for assessing all components of fluency. Suggestions for engaging families in understanding and supporting fluency. Fluency is more than a toolbox of strategies to choose from; it’s also a matter of equity and access for all learners. Give your students the knowledge and power to become confident mathematical thinkers.




The Effects of Daily Math Game on Computational Fluency with At-risk Elementary Students


Book Description

The purpose of this study was to see if the implementation of daily math games in an elementary classroom would increase students' computational fluency levels. A pretest of 60 basic multiplication facts was given to students at the start of the project. Once this baseline data was collected, students participated basic multiplication facts. Data collected during the treatment period included weekly student assessments, weekly student surveys, and a teacher maintained journal. At the end of the seven weeks the participants were given a posttest, consisting of the same 60 problems seen on the pretest in a randomized fashion. This allowed for a new measure of computational fluency in the form of correct problems per minute. Findings suggest that the use of math games in the classroom is an effective means of practice to increase computational fluency levels.







Number Talks


Book Description

"A multimedia professional learning resource"--Cover.