The Effects of a Math Racetracks Intervention on the Single-Digit Multiplication Facts Fluency of Four Struggling Elementary School Students

Autor/inn/en	Karnes, Jennifer; Barwasser, Anne; Grünke, Matthias
Titel	The Effects of a Math Racetracks Intervention on the Single-Digit Multiplication Facts Fluency of Four Struggling Elementary School Students
Quelle	In: Insights into Learning Disabilities, 18 (2021) 1, S.53-77 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-1212
Schlagwörter	Elementary School Students; Mathematics Instruction; Multiplication; Mathematics Skills; Intervention; Females; Grade 3; Program Effectiveness; Student Motivation; Instructional Materials; Visual Aids; Feedback (Response); Positive Reinforcement; Educational Games; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Multiplikation; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Weibliches Geschlecht; School year 03; 3. Schuljahr; Schuljahr 03; Schulische Motivation; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Anschauungsmaterial; Educational game; Lernspiel; Ausland; Deutschland
Abstract	There is a significant need for easy-to-implement interventions in the early grades, especially in mathematics, as many children have difficulties in their first years of school with automated basic math facts recall and, therefore, fall behind. Automation of single-digit multiplication tasks represents an important developmental step, as it can neither be accomplished by finger counting nor can more complex operations be mastered without it. Previous research has supported math racetracks as an effective intervention for increasing early math skills of elementary school students. The present study sought to replicate previous findings on the positive effect of a racetrack intervention extended by a multicomponent motivational treatment. Further, we tried to closely comply with the single-case reporting guidelines by Tate et al. (2012) for the purpose of establishing racetracks as evidence-based treatment and continue the work of Lund et al. (2012), Walker et al. (2012), Skarr et al. (2014), and Rivera et al. (2014). Four female elementary-school third graders who faced problems with basic math facts received 9-10 individual training sessions over 7 weeks. Visual analysis of results indicates a level increase in multiplication facts solved correctly from baseline to intervention for all four participants, with an average MBD of 410.45 (range 136.45 to 833.33). Limitations and future directions are discussed. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. 14 Nason Street, Maynard, MA 01754. Tel: 978-897-5399; Fax: 978-897-5355; e-mail: info@ldworldwide.org; Web site: http://www.ldworldwide.org/educators/ild-educators
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01