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ERIC Number: EJ903129
Record Type: Journal
Publication Date: 2010-Nov
Pages: 14
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-0033-3085
A Comparison of Behavioral and Constructivist Interventions for Increasing Math-Fact Fluency in a Second-Grade Classroom
Poncy, Brian C.; McCallum, Elizabeth; Schmitt, Ara J.
Psychology in the Schools, v47 n9 p917-930 Nov 2010
Although basic math skill deficits are commonly encountered across elementary and secondary school students, few empirically validated, group-administered interventions are available for educators attempting to prevent or remedy such problems. This study compared the effectiveness of two theoretically distinct interventions for improving the subtraction-fact fluency of a general education class of second-grade students. An alternating treatments design was used to compare a behavioral intervention, "Cover, Copy, and Compare" (CCC), to an intervention from a constructivist-oriented resource, "Facts That Last" (FTL). Results demonstrated that CCC led to increases in math-fact fluency, whereas the classwide response to FTL activities did not differ from the control condition. Two months postintervention, maintenance data revealed that the fluency increases associated with CCC were sustained. Discussion focuses on practical implications of the study as well as possible theoretical explanations for the documented results. (Contains 2 figures and 1 table.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A