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Exploring Mathematical Games as a Means of Supporting Computational Fluency

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Title: Exploring Mathematical Games as a Means of Supporting Computational Fluency
Language: English
Authors: Holly M. Long (ORCID 0000-0001-7283-0204), Emily C. Bouck (ORCID 0000-0002-0515-7627)
Source: Journal of Special Education Technology. 2026 41(1):87-98.
Availability: SAGE Publications. 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: https://sagepub.com
Peer Reviewed: Y
Page Count: 12
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: Elementary School Students, Secondary School Students, Students with Disabilities, Developmental Disabilities, Mathematics Education, Mathematics Skills, Numeracy, Educational Games, Case Studies, Arithmetic, Internet, Student Attitudes
DOI: 10.1177/01626434251344966
ISSN: 0162-6434
2381-3121
Abstract: Fluency in mathematics has several implications for success in future mathematics courses, daily living skills, and future employment opportunities. The current single-case design study explored the effects of mathematics games on student multiplication or subtraction fluency. Three students with developmental disabilities completed the intervention in which they played a digital mathematical game for 10 minutes and researchers explored the effect on student fluency, operationalized as correct digits per minute (cdpm). While researchers were unable to determine a functional relation between the game and students' cdpm, the three students who completed the study were successful in increasing their fluency and maintaining their fluency higher than baseline levels. Students reported they enjoyed playing the game and would rather play math games than complete worksheets.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496909
Database: ERIC
FullText Text:
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  Data: Exploring Mathematical Games as a Means of Supporting Computational Fluency
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  Data: <searchLink fieldCode="AR" term="%22Holly+M%2E+Long%22">Holly M. Long</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7283-0204">0000-0001-7283-0204</externalLink>)<br /><searchLink fieldCode="AR" term="%22Emily+C%2E+Bouck%22">Emily C. Bouck</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0515-7627">0000-0002-0515-7627</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Special+Education+Technology%22"><i>Journal of Special Education Technology</i></searchLink>. 2026 41(1):87-98.
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  Data: SAGE Publications. 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: https://sagepub.com
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  Data: 12
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Disabilities%22">Developmental Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Numeracy%22">Numeracy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Games%22">Educational Games</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Arithmetic%22">Arithmetic</searchLink><br /><searchLink fieldCode="DE" term="%22Internet%22">Internet</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
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  Data: 10.1177/01626434251344966
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  Data: 0162-6434<br />2381-3121
– Name: Abstract
  Label: Abstract
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  Data: Fluency in mathematics has several implications for success in future mathematics courses, daily living skills, and future employment opportunities. The current single-case design study explored the effects of mathematics games on student multiplication or subtraction fluency. Three students with developmental disabilities completed the intervention in which they played a digital mathematical game for 10 minutes and researchers explored the effect on student fluency, operationalized as correct digits per minute (cdpm). While researchers were unable to determine a functional relation between the game and students' cdpm, the three students who completed the study were successful in increasing their fluency and maintaining their fluency higher than baseline levels. Students reported they enjoyed playing the game and would rather play math games than complete worksheets.
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      – Type: doi
        Value: 10.1177/01626434251344966
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 87
    Subjects:
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Developmental Disabilities
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Mathematics Skills
        Type: general
      – SubjectFull: Numeracy
        Type: general
      – SubjectFull: Educational Games
        Type: general
      – SubjectFull: Case Studies
        Type: general
      – SubjectFull: Arithmetic
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      – SubjectFull: Internet
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      – SubjectFull: Student Attitudes
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      – TitleFull: Exploring Mathematical Games as a Means of Supporting Computational Fluency
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            NameFull: Holly M. Long
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              Y: 2026
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              Value: 0162-6434
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              Value: 41
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