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ERIC Number: EJ955510
Record Type: Journal
Publication Date: 2012-Mar
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1534-5084
Technology-Enhanced Assessment of Math Fact Automaticity: Patterns of Performance for Low- and Typically Achieving Students
Stickney, Eric M.; Sharp, Lindsay B.; Kenyon, Amanda S.
Assessment for Effective Intervention, v37 n2 p84-94 Mar 2012
Because math fact automaticity has been identified as a key barrier for students struggling with mathematics, we examined how initial math achievement levels influenced the path to automaticity (e.g., variation in number of attempts, speed of retrieval, and skill maintenance over time) and the relation between attainment of automaticity and gains in general math achievement. Findings indicated that most students did not meet the grade level recommendations for addition and subtraction identified by standards-setting organizations, but those that did were likely to achieve superior gains in math achievement, controlling for pretest scores. Relative to higher-achieving students, low-achieving students required more attempts to demonstrate automaticity, achieved automaticity later, and their speed of retrieval was lagging. Overall, low-achieving students were less likely to demonstrate fluent retrieval of math facts, but those that did also experienced particularly large gains in general math achievement. (Contains 10 notes and 6 tables.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A