A Randomized Controlled Trial of the Morningside Math Facts Curriculum on Fluency, Stability, Endurance and Application Outcomes

Autor/inn/en	McTiernan, Aoife; Holloway, Jennifer; Healy, Olive; Hogan, Michael
Titel	A Randomized Controlled Trial of the Morningside Math Facts Curriculum on Fluency, Stability, Endurance and Application Outcomes
Quelle	In: Journal of Behavioral Education, 25 (2016) 1, S.49-68 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-015-9227-y
Schlagwörter	Randomized Controlled Trials; Mathematics Instruction; Mathematics Skills; Mathematics Curriculum; Preadolescents; Males; Pretests Posttests; Instructional Effectiveness; Statistical Analysis; Comparative Analysis; Achievement Tests; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Pre-adolescence; Präadoleszenz; Male; Männliches Geschlecht; Unterrichtserfolg; Statistische Analyse; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; WIAT; Eignungsprüfung; Eignungstest
Abstract	A randomized controlled trial was used to evaluate the impact of a frequency-building curriculum to increase the fluency of component mathematics skills in a sample of 28 males aged 9-11 years. Assessments of mathematical ability were conducted before and after the training period to evaluate the impact of learning component skills fluently on endurance, stability and application of mathematical skills. Statistically significant differences between the experimental training group and treatment-as-usual control group were found on measures of fluency, endurance, stability and one subtest of the Wechsler Individual Achievement test of mathematical ability. Results indicate the efficacy of the frequency-building curriculum in promoting fluency with component skills. Results are discussed in light of research and theory in the area of instructional design and behavioral fluency enhancement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01