ERIC Number: EJ1052204
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
A Comparison of Taped-Problem Interventions to Increase Math Fact Fluency: Does the Length of Time Delay Affect Student Learning Rates?
Poncy, Brian C.; Jaspers, Kathryn E.; Hansmann, Paul R.; Bui, Levita; Matthew, William B.
Journal of Applied School Psychology, v31 n1 p63-82 2015
An alternating treatments design with a control condition was used to evaluate and compare the effects of two taped-problem interventions on addition fact fluency. Both taped-problem interventions were identical with the exception of the time delay between the auditory cue of the problem and the answer. One condition used a 2-s delay and the other condition used no delay. Results showed that both taped-problem conditions showed growth in student digits correct per minute scores and that the no-delay condition was slightly more efficient as the taped-problem no-delay procedure took approximately 33% less time. Discussion focuses on using comparative intervention designs to detect nuances in procedures to improve our understanding of math fact interventions that result in the highest learning rates.
Descriptors: Control Groups, Experimental Groups, Intervention, Concept Formation, Time Factors (Learning), Cues, Auditory Stimuli, Mathematics Skills, Comparative Analysis, Learning Processes, Grade 2, Elementary School Students, Audio Equipment, Scoring, Responses, Problem Solving, Teaching Methods, Effect Size, Mathematics Achievement
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2; Primary Education; Elementary Education; Early Childhood Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A