Abstract/Details

The effects of a math-fact fluency intervention on the complex calculation and application performance of fourth grade students


2008 2008

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Abstract (summary)

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.

Indexing (details)


Subject
Mathematics education;
Elementary education;
Educational psychology;
Cognitive therapy;
Elementary school students
Classification
0280: Mathematics education
0524: Elementary education
0525: Educational psychology
0633: Cognitive therapy
Identifier / keyword
Education, Psychology, Automaticity, Fourth-grade, Intervention, Math fluency, Math-facts, Mathematics facts
Title
The effects of a math-fact fluency intervention on the complex calculation and application performance of fourth grade students
Author
Ezbicki, Kristin E.
Number of pages
201
Publication year
2008
Degree date
2008
School code
0118
Source
DAI-A 69/08, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780549794615
Advisor
Stoner, Gary
Committee member
Hintze, John M.; Matthews, William J.; Royer, James M.
University/institution
University of Massachusetts Amherst
Department
Education
University location
United States -- Massachusetts
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3325323
ProQuest document ID
304577760
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304577760
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