A Comparison of Taped-Problem Interventions to Increase Math Fact Fluency: Does the Length of Time Delay Affect Student Learning Rates?

Autor/inn/en	Poncy, Brian C.; Jaspers, Kathryn E.; Hansmann, Paul R.; Bui, Levita; Matthew, William B.
Titel	A Comparison of Taped-Problem Interventions to Increase Math Fact Fluency: Does the Length of Time Delay Affect Student Learning Rates?
Quelle	In: Journal of Applied School Psychology, 31 (2015) 1, S.63-82 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2014.963273
Schlagwörter	Control Groups; Experimental Groups; Intervention; Concept Formation; Time Factors (Learning); Cues; Auditory Stimuli; Mathematics Skills; Comparative Analysis; Learning Processes; Grade 2; Elementary School Students; Audio Equipment; Scoring; Responses; Problem Solving; Teaching Methods; Effect Size; Mathematics Achievement + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Stichwort; Auditive Stimulation; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Learning process; Lernprozess; School year 02; 2. Schuljahr; Schuljahr 02; Audio-CD; Bewertung; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics sikills; Mathematical ability
Abstract	An alternating treatments design with a control condition was used to evaluate and compare the effects of two taped-problem interventions on addition fact fluency. Both taped-problem interventions were identical with the exception of the time delay between the auditory cue of the problem and the answer. One condition used a 2-s delay and the other condition used no delay. Results showed that both taped-problem conditions showed growth in student digits correct per minute scores and that the no-delay condition was slightly more efficient as the taped-problem no-delay procedure took approximately 33% less time. Discussion focuses on using comparative intervention designs to detect nuances in procedures to improve our understanding of math fact interventions that result in the highest learning rates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01