A Comparison of Behavioral and Constructivist Interventions for Increasing Math-Fact Fluency in a Second-Grade Classroom

Autor/inn/en	Poncy, Brian C.; McCallum, Elizabeth; Schmitt, Ara J.
Titel	A Comparison of Behavioral and Constructivist Interventions for Increasing Math-Fact Fluency in a Second-Grade Classroom
Quelle	In: Psychology in the Schools, 47 (2010) 9, S.917-930 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20514
Schlagwörter	Constructivism (Learning); Intervention; Instructional Effectiveness; Secondary School Students; Grade 2; Mathematics Skills; Comparative Analysis; Prevention; Control Groups; Elementary School Students; Mathematics Instruction; Teaching Methods; Subtraction + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Sekundarschüler; School year 02; 2. Schuljahr; Schuljahr 02; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Prävention; Vorbeugung; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Subtraktion
Abstract	Although basic math skill deficits are commonly encountered across elementary and secondary school students, few empirically validated, group-administered interventions are available for educators attempting to prevent or remedy such problems. This study compared the effectiveness of two theoretically distinct interventions for improving the subtraction-fact fluency of a general education class of second-grade students. An alternating treatments design was used to compare a behavioral intervention, "Cover, Copy, and Compare" (CCC), to an intervention from a constructivist-oriented resource, "Facts That Last" (FTL). Results demonstrated that CCC led to increases in math-fact fluency, whereas the classwide response to FTL activities did not differ from the control condition. Two months postintervention, maintenance data revealed that the fluency increases associated with CCC were sustained. Discussion focuses on practical implications of the study as well as possible theoretical explanations for the documented results. (Contains 2 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10