Literaturnachweis - Detailanzeige
| Autor/inn/en | Musti-Rao, Shobana; Telesman, Alana Oif |
|---|---|
| Titel | Comparing the Effects of Two Practice Conditions on the Subtraction Fact Fluency of Fifth-Grade Students |
| Quelle | In: Journal of Behavioral Education, 31 (2022) 3, S.484-502 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Musti-Rao, Shobana) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1053-0819 |
| DOI | 10.1007/s10864-020-09417-y |
| Schlagwörter | Subtraction; Mathematics Skills; Grade 5; Intervention; Addition; Knowledge Level; Mathematical Concepts; Computer Oriented Programs; Educational Technology; Handheld Devices; Program Effectiveness; Mathematics Instruction |
| Abstract | This study employed an alternating treatments design to compare the effects of two types of practice conditions on the subtraction fact fluency in a fifth-grade classroom. Eight, fifth-grade students participated in the study over a 5-week intervention period practicing addition and subtraction facts in a "fact families" condition (A + S) and only subtraction facts in the second condition (S only) delivered using a math app on an iPad®. Results showed seven out of eight students improved their overall subtraction fact fluency and surpassed expected growth rates. Performance was greater for the majority of students when facts were presented in the S only condition in comparison to facts presented in A + S condition. Despite making substantial gains, only four out of eight students were able to move from frustration level to instructional levels with the intervention. The discussion focuses on the procedural and conceptual knowledge of math instruction and the benefits and implications of using the iPad® to supplement math instruction. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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