ERIC Number: EJ757778
Record Type: Journal
Publication Date: 2007-Mar
Reference Count: 0
Evaluating and Comparing Interventions Designed to Enhance Math Fact Accuracy and Fluency: Cover, Copy, and Compare versus Taped Problems
Poncy, Brian C.; Skinner, Christopher H.; Jaspers, Kathryn E.
Journal of Behavioral Education, v16 n1 p27-37 Mar 2007
An adapted alternating treatments design was used to evaluate and compare the effects of two procedures designed to enhance math fact accuracy and fluency in an elementary student with low cognitive functioning. Results showed that although the cover, copy, compare (CCC) and the taped problems (TP) procedures both increased the student's math fact accuracy and fluency, TP was more effective as it took less time to implement. Discussion focuses on the need to develop strategies and procedures that allow students to acquire basic computation skills in a manner that will facilitate, as opposed to hinder, subsequent levels of skill and concept development.
Descriptors: Concept Formation, Instructional Effectiveness, Computation, Skill Development, Mathematical Models, Mathematics Education, Mathematics Skills, Evaluation Research, Comparative Testing, Elementary School Mathematics, Student Improvement, Improvement Programs
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Authoring Institution: N/A