The Relative Value of Growth in Math Fact Skills across Late Elementary and Middle School

Autor/inn/en	Nelson, Peter M.; Parker, David C.; Zaslofsky, Anne F.
Titel	The Relative Value of Growth in Math Fact Skills across Late Elementary and Middle School
Quelle	In: Assessment for Effective Intervention, 41 (2016) 3, S.184-192 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508416634613
Schlagwörter	Mathematics; Mathematics Instruction; Mathematics Skills; Mathematics Achievement; Elementary School Students; Middle School Students; Mathematics Tests; Effect Size; Academic Achievement; Computer Assisted Testing; Grade 4; Grade 7; Grade 8; Intervention; Computation; Grade 5; Grade 6; Standards; Regression (Statistics); Scores; Minnesota; Minnesota Comprehensive Assessment + Suchen Sie Ihr Suchwort? Mathematik; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulleistung; School year 04; 4. Schuljahr; Schuljahr 04; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Standard; Regression; Regressionsanalyse
Abstract	The purpose of the current study was to evaluate the importance of growth in math fact skills within the context of overall math proficiency. Data for 1,493 elementary and middle school students were included for analysis. Regression models were fit to examine the relative value of math fact fluency growth, prior state test performance, and a fall administration of a computer adaptive test for predicting performance on a year-end state math test. Across all grades, the largest effect sizes were observed for student performance on the fall computer adaptive assessment (ß = 0.43-0.56). Fact fluency growth accounted for unique variance in each regression model, with the largest effect size observed for students in Grade 4 (ß = 0.20) and the smallest effect sizes observed for students in Grades 7 and 8 (ß = 0.11). Results provide insight into the potential role of math fact fluency across late elementary and middle school. In particular, the observed results indicate that math facts may retain predictive value for math proficiency despite their absence from the formal curriculum in later grades. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01