NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ818150
Record Type: Journal
Publication Date: 2006-Sep
Pages: 17
Abstractor: As Provided
Reference Count: 53
ISSN: ISSN-0332-3315
Improving a Mathematical Key Skill Using Precision Teaching
Gallagher, Eamonn
Irish Educational Studies, v25 n3 p303-319 Sep 2006
Mathematics is a core subject in the UK curriculum, with high standards achievement a policy of the UK government. Innovative approaches and strategies have been advocated to achieve these high standards. One approach that has been advocated is Precision Teaching, supported by its successful application in schools in the United States. For this study, a 12-week programme was devised to develop student fluency in the multiplication timetables. A key skill task was devised and scores compared before and after programme implementation. Pre-programme scores revealed poor student performance on this key skill. Post-programme results show an improvement for children using Precision Teaching, with some outperforming the average of their classmates. The paper endorses previous findings that fluency is important for student progress through the curriculum. It also endorses research findings that adding practice and timed assessment improve student performance levels. These results were achieved with minimal disruption and materials. The paper recommends educational practitioners to support further research into the practicalities and suggested benefits of fluency-orientated education. (Contains 4 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland; United Kingdom