Investigating the Effects of a Fact Family Fluency Intervention on Math Facts Fluency and Quantitative Reasoning

被引：0
|
作者：
James D. Stocker
Elizabeth M. Hughes
Andrew Wiesner
Shirley Woika
Michele Parker
Lauren Cozad
Jared Morris
机构：
[1] University of North Carolina Wilmington,Department of Early Childhood, Elementary, Middle, Literacy, and Special Education
[2] The Pennsylvania State University,Department of Educational Psychology, Counseling, and Special Education
[3] The Pennsylvania State University,Department of Statistics
[4] The Pennsylvania State University,Department of Educational Psychology, Counseling, and Special Education
[5] University of North Carolina Wilmington,Department of Educational Leadership
[6] The Pennsylvania State University,undefined
[7] Brigham Young University,undefined
来源：
Journal of Behavioral Education | 2022年 / 31卷
关键词：
Math facts fluency; Fact family fluency; Computation; Mathematics interventions; Quantitative reasoning; Number sense; Problem-solving;
D O I：
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中图分类号：
学科分类号：
摘要：
The current study investigates the effects of a fact family fluency intervention on math facts fluency and quantitative reasoning. Sixty-three students in Grades 5–8 participated in the study, including 14 students receiving special education services and 15 students receiving additional support. The researchers employed a quasi-experimental, switching replications design that included three waves of assessment. The first group to receive intervention achieved statistically significant gains in performance on both math facts fluency and quantitative reasoning. The second group then received intervention and demonstrated a similar performance. Implications of the current findings and potential directions for future research are discussed.
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页码：635 / 656
页数：21
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