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ERIC Number: EJ1127743
Record Type: Journal
Publication Date: 2016-Dec
Abstractor: As Provided
Effects of Digital-Based Math Fluency Interventions on Learners with Math Difficulties: A Review of the Literature
Cozad, Lauren E.; Riccomini, Paul J.
Journal of Special Education Apprenticeship, v5 n2 Dec 2016
Mathematical proficiency serves as a foundation for student success in the classroom and real world. One component of mathematical proficiency is fluency with basic facts. Frequently, students with mathematics difficulties struggle to become proficient and fluent in the four basic operations. Interventions are available to help develop and promote fluency for students. Digital-based interventions, such as programs on computers or tablet applications, are one avenue by which students are able to acquire and maintain fluency. These digital tools are becoming increasingly more common and available in today's classroom. Eight studies on digital-based fact fluency were identified through a systematic search of the literature and analyzed to determine their effects. Study participants were elementary aged students with mathematics difficulties. Results of this synthesis indicate that digital-based interventions are an effective instructional technique for increasing fact fluency with students demonstrating mathematics difficulties. Implications research and practice are discussed.
Descriptors: Intervention, Mathematics Instruction, Electronic Learning, Mathematics Skills, Instructional Effectiveness, Elementary School Students, Learning Disabilities, Learning Problems, Elementary School Mathematics
Journal of Special Education Apprenticeship. 2496 Prospect Drive, Upland, CA 91784. Tel: 909-985-8578; Fax: 909-985-8578; e-mail: email@example.com; Web site: http://www.josea.info
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A