ERIC Number: EJ907394
Record Type: Journal
Publication Date: 2010-Dec
Abstractor: As Provided
Reference Count: 44
Efficacy of Two Mathematics Interventions for Enhancing Fluency with Elementary Students
Mong, Michael D.; Mong, Kristi W.
Journal of Behavioral Education, v19 n4 p273-288 Dec 2010
An alternating treatments design was used to evaluate two curriculum-based mathematics interventions designed to enhance fluency with three elementary school students. Results indicate that both the Math to Mastery (MTM) intervention and the Cover, Copy, Compare (CCC) intervention were effective at increasing mathematics fluency, as measured by digits correct per min, for all students. However, MTM was more effective than CCC for two of the three students. Follow-up data taken 6 and 18 days following termination of the intervention phase indicated that all participants achieving mastery performance maintained mastery levels across both interventions.
Descriptors: Elementary School Students, Intervention, Instructional Effectiveness, Mathematics Instruction, Program Effectiveness, Mastery Learning, Mathematics Skills, Elementary School Mathematics, Teaching Methods
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Authoring Institution: N/A