Comparing Two Classwide Interventions: Implications of Using Technology for Increasing Multiplication Fact Fluency

Autor/inn/en	Musti-Rao, Shobana; Plati, Erin
Titel	Comparing Two Classwide Interventions: Implications of Using Technology for Increasing Multiplication Fact Fluency
Quelle	In: Journal of Behavioral Education, 24 (2015) 4, S.418-437 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-015-9228-x
Schlagwörter	Intervention; Teaching Methods; Instructional Effectiveness; Mathematics Instruction; Educational Technology; Handheld Devices; Mathematics Skills; Grade 3; Elementary School Students; Elementary School Mathematics; Mathematical Concepts; Comparative Analysis; Student Attitudes; Parent Attitudes; Teacher Attitudes; Inclusion; Individualized Instruction; Multiplication + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Mathematics lessons; Mathematikunterricht; Unterrichtsmedien; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; School year 03; 3. Schuljahr; Schuljahr 03; Elementare Mathematik; Schulmathematik; Schülerverhalten; Elternverhalten; Lehrerverhalten; Inklusion; Individualisierender Unterricht; Multiplikation
Abstract	An adapted alternating treatments design with initial baseline and final best treatment phase was used to evaluate and compare the effects of two classwide interventions, detect--practice--repair (DPR), and self-mediated iPad instruction, on the multiplication math facts fluency in an inclusive third-grade classroom. Twelve students participated in both interventions over a 3-week treatment phase. Results showed that although both interventions were effective, in general, students showed greater gains during the iPad intervention compared to the DPR intervention. Intervention acceptability results also revealed that students, teachers, and parents preferred the iPad intervention. The discussion focuses on the benefits and implications of using technology to differentiate instruction in inclusive settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01