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The effects of a math-fact fluency intervention on the complex calculation and application performance of fourth grade students
Abstract
This research study investigated whether gains in addition and multiplication fact fluency caused gains in subtraction and division fact fluency, as well as gains in other, more complex, grade level math skills. Participants were 22 fourth grade students. The study employed a between groups, pre-post test design with matched control group. Intervention involved an 8-week, home based program, targeting addition and multiplication fact fluency. Intervention methods involved the use of short, timed drills, with immediate graphed feedback of the student's accuracy and speed, as well the use of strategy instruction, untimed practice, and goal setting. Results suggested the intervention had a large and significant effect on increasing addition and multiplication fact fluency within an 8-week intervention period. Evidence of transfer to non-targeted math-facts was found in a medium but non-significant effect on both subtraction and division fact fluency. There was no evidence of transfer on measures of assorted grade-level complex computation problems and assorted grade level applied math problems. Limitations of the study, implications for practice, as well as future directions are discussed.
Subject Area
Mathematics education|Elementary education|Educational psychology|Cognitive psychology
Recommended Citation
Ezbicki, Kristin E, "The effects of a math-fact fluency intervention on the complex calculation and application performance of fourth grade students" (2008). Doctoral Dissertations Available from Proquest. AAI3325323.
https://scholarworks.umass.edu/dissertations/AAI3325323