View in EDS

Comparing math fluency and automaticity using explicit timing with students with disabilities

Saved in:
Bibliographic Details
Title: Comparing math fluency and automaticity using explicit timing with students with disabilities
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
FullText Text:
  Availability: 0
Header DbId: ddu
DbLabel: OpenDissertations
An: ddu.oai.rdw.rowan.edu.etd.2874
AccessLevel: 6
PubType: Dissertation/ Thesis
PubTypeId: dissertation
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Comparing math fluency and automaticity using explicit timing with students with disabilities
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ehala%2C+Andrew%22">Ehala, Andrew</searchLink>
– Name: Author
  Label: Committee Members
  Group: Au
  Data: <searchLink fieldCode="CO" term="%22Kuder%2C+Sydney%22">Kuder, Sydney</searchLink>
– Name: Abstract
  Label: Summary
  Group: Ab
  Data: 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.
– Name: URL
  Label: URL
  Group: URL
  Data: <link linkTarget="URL" linkTerm="https://rdw.rowan.edu/etd/1871" linkWindow="_blank">https://rdw.rowan.edu/etd/1871</link>
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ddu&AN=ddu.oai.rdw.rowan.edu.etd.2874
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Code: eng
        Text: English
    Subjects:
      – SubjectFull: Mathematical fluency; Students with disabilities
        Type: general
      – SubjectFull: Science and Mathematics Education
        Type: general
      – SubjectFull: Special Education and Teaching
        Type: general
    Titles:
      – TitleFull: Comparing math fluency and automaticity using explicit timing with students with disabilities
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Ehala, Andrew
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 04
              M: 08
              Type: published
              Y: 2016
ResultId 1