Comparing the effects of incremental rehearsal and traditional drill on retention of mathematics facts and predicting the effects with memory.

Abstract

The purpose of this study was to examine the effects of Incremental Rehearsal (IR) and traditional drill (TD) on retention of multiplication facts with 29 students in third and fourth grades with low mathematical skills. Results indicated that IR led to significantly more facts being retained, and was essentially equal to TD for efficiency as measured by number of facts retained per instructional minute. Memory scores accounted for 34% of the variance beyond mathematics calculation scores in retention of multiplication facts for the TD condition, but only 2% of the variance for the IR condition. Thus, retention of multiplication facts seems largely influenced by a student's memory skills when using less effective instructional techniques such as TD, while approaches like IR are likely effective regardless of memory skills. Impact and ImplicationsThe current study found that Incremental Rehearsal (IR) was more effective than traditional drill (TD) in helping students retain multiplication facts, and the 2 interventions were equally efficient. However, retention of multiplication facts seems was largely influenced by the student's memory skills when using the less effective TD approach, and IR was effective regardless of memory skills. It may be more effective for practitioners to use an intervention that works despite memory difficulties than to base interventions on measures of memory for individual students.

How to Build Declarative and Procedural Fluency Simultaneously Using Complementary Independent Practice Strategies

“…IR is a flashcard practice strategy that involves repeated, spaced, and expanded practice with a pre-determined ratio of known to unknown facts. A set of flashcards used for IR includes one new or unknown fact and seven, eight, or nine flashcards with previously learned or known facts (Burns et al, 2019). If using a ratio of 1 new/unknown: 8 known facts, the incremental rehearsal practice cycle includes 8 rounds and takes approximately 3 minutes to complete.…”

“…The results of a recent study (Burns et al, 2019) suggest that spaced and expanded practice (as provided through the structure of IR) may be especially important for students with memory deficits, which are a defining feature of MD (Passolunghi & Costa, 2019) and a common issue for students with EBD (Mattison et al, 2006). Burns and colleagues tested the effectiveness of traditional drill practice against IR practice for learning multiplication facts with third and fourth graders with low math skills, while also accounting for students' memory scores.…”

Combining Explicit Strategy Instruction and Mastery Practice to Build Arithmetic Fact Fluency

“…Mastery practice, in contrast, resembles traditional drill-type practice and typically involves discrete learning trials and many practice opportunities with carefully selected sets of facts to build students’ speed and accuracy in responding (Clarke et al, 2016). Mastery-practice sets are often individualized and include a specific ratio of known to unknown facts (Burns et al, 2019). Mastery practice can be implemented using a variety of formats, including flashcard practice, computer-based practice, partner practice, and more.…”

“…Activities that incorporate these elements of effective mastery practice include cover, copy, compare (CCC; e.g., Riccomini et al; 2017; Skinner et al, 1989); incremental rehearsal (Burns et al, 2019); constant time delay (CTD; Koscinski & Gast, 1993); taped problems (McCallum et al, 2004); and some computer-based practice programs and applications (Ok & Bryant, 2016). Each of these mastery activities is supported by research and each can be implemented in under 15 minutes once students have learned activity rules, routines, and procedures.…”

“…Incremental rehearsal is an effective flashcard practice technique (Kupzyk et al, 2011) that provides mixed practice of previously learned and new facts at a ratio of one new or unknown fact to seven, eight, or nine unknown facts (1:7, 1:8, or 1:9; Burns et al, 2019). A practice cycle using a ratio of one unknown to eight known facts includes eight sets of facts.…”