Comparing math fluency and automaticity using explicit timing with students with disabilities
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| Title: | Comparing math fluency and automaticity using explicit timing with students with disabilities |
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| Authors: | Ehala, Andrew |
| Committee Members: | Kuder, Sydney |
| Summary: | The purpose of this study was to determine the mathematical fluency performance of a group of students with various learning disabilities in an eighth grade classroom by implementing and intervention intensification program that incorporates an explicit timing model. Students demonstrated a wide range of progression with their mathematical fluency with all students showing progress from the start of the study to the conclusion. Analysis of the data determined that students fluency levels increased at a faster rate when provided with a consistent intensive regime of math computational facts. Implications for teaching students with disabilities mathematical fluency are discussed. |
| URL: | https://rdw.rowan.edu/etd/1871 |
| Database: | OpenDissertations |
| Abstract: | The purpose of this study was to determine the mathematical fluency performance of a group of students with various learning disabilities in an eighth grade classroom by implementing and intervention intensification program that incorporates an explicit timing model. Students demonstrated a wide range of progression with their mathematical fluency with all students showing progress from the start of the study to the conclusion. Analysis of the data determined that students fluency levels increased at a faster rate when provided with a consistent intensive regime of math computational facts. Implications for teaching students with disabilities mathematical fluency are discussed. |
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