Evaluating and Comparing Interventions Designed to Enhance Math Fact Accuracy and Fluency: Cover, Copy, and Compare Versus Taped Problems

Poncy, Brian C.; Skinner, Christopher H.; Jaspers, Kathryn E.

doi:10.1007/s10864-006-9025-7

Cited by 82 publications

(80 citation statements)

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“…In this study, instructional time was held constant across both conditions as students were given 2 minutes to complete the CCC and MCCC procedures. This strategy for comparing learning rates has been used by previous researchers (e.g., Carroll, Skinner, Turner, McCallum, & Masters, 2006;Poncy, Skinner, & Jaspers, 2007;Skinner et al, 1997) and allows for the number of response trials to vary across conditions. In the current study, adding the copying response before completing the CCC trials (modiÞed CCC) probably reduced the number of CCC trials that each student was able to complete, which decreased learning rates (Skinner et al, 1997).…”

Section: Measuring Learning Rates: the Three Comparative Effectivenesmentioning

confidence: 99%

Applied comparative effectiveness researchers must measure learning rates: A commentary on efficiency articles

Skinner

2009

Psychology in the Schools

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Almost all academic skills deÞcits can be conceptualized as learning rate problems as students are not failing to learn, but not learning rapidly enough. Thus, when selecting among various possible remedial procedures, educators need an evidence base that indicates which procedure results in the greatest increases in learning rates. Previous research is reviewed that shows how failure to measure learning rates can lead to erroneous conclusions regarding the relative effectiveness of interventions. Different procedures for measuring learning rates are described and cautions regarding the interpretation of these learning rate data are provided. The article concludes with a plea for all researchers to include measures of learning rates in their applied studies. C 2009 Wiley Periodicals, Inc.If learning researchers hope to improve practitioners' attempts to prevent and remedy learning problems, they must change their behavior. As it is, researchers who are attempting to validate and compare strategies and procedures designed to promote learning may be unintentionally disseminating misleading information promoting interventions that hinder student development because they are neglecting to measure learning rates (Cates et al., 2003;Joseph & Nist, 2006;Nist & Joseph, 2008;Skinner, 1998Skinner, , 2008Skinner, BelÞore, & Watson, 1995;Skinner, Fletcher, & Henington, 1996). AN APPLIED EXAMPLEBramlett, Cates, Savina, and Lauinger (2010) found that most of the researchers investigating learning procedures have not precisely measured the amount of time spent learning. To underscore how critical it is to measure time spent learning, consider the following example. A researcher, using the theoretical and applied evidence base, develops a procedure for remedying spelling problems, the Evidence-Based Spelling Intervention (EBSI). The EBSI is a multicomponent strategy that requires students to perform the following steps:1. First, the student must look at the word, close his eyes, and picture the word in his "minds eye" (visualization). 2. Next, the student must write the word 6 times using paper and pencil (repeated practice). 3. Next, the student must write the word 6 times by tracing the word in sand (using tactile and kinesthetic senses). 4. Next, the student must spell the word 6 times by selecting tiles (using selection responses). 5. Next, the student must Þnd the word listed in a word-Þnd puzzle 6 times, left to right, right to left, top to bottom, bottom to top, and both directions diagonally (often found in spelling workbooks). 6. Next, the student must use chalk to draw the word on the playground cement and then walk along the line, tracing the word with his feet (children like to be active).Assume that an evaluation of the EBSI is conducted. As Bramlett and colleagues (2010) found, this evaluation is unlikely to include an evaluation of learning rates. Rather, researchers implement several almost perfect "true" experiments and conclude that this multicomponent intervention

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Section: Measuring Learning Rates: the Three Comparative Effectivenesmentioning

confidence: 99%

Applied comparative effectiveness researchers must measure learning rates: A commentary on efficiency articles

Skinner

2009

Psychology in the Schools

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“…Por nuestra parte hemos elaborado un programa informático paralelo que resultó efectivo en el aprendizaje matemático temprana con instrucción asistida por ordenador (Aragón, RuizCagigas, Aguilar, Araujo, & Navarro, 2013), con buenos resultados. La instrucción directa también ha resultado de interés en el campo educativo de las matemáticas con resultados en la misma dirección encontrada en este trabajo (Navarro-Cecilia & Navarro, 2015;Poncy, Skinner, & Jaspers, 2007). En consecuencia, entrenar aspectos de domino específico genera un efecto significativo en parámetros como el conteo, la estimación, la seriación o el cálculo simple.…”

Section: Discussionunclassified

“…El procedimiento Copiar, Cubrir y Comparar (CCC) ha sido empleado para diferentes tareas de aprendizaje matemático en alumnado de educación primaria (Poncy, Skinner, & Jaspers, 2007). Es un tipo de intervención académica que proporciona numerosas oportunidades de respuesta y retroalimentación inmediata.…”

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Instrucción directa con alumnado de Educación Primaria en riesgo de dificultades en el aprendizaje de las matemáticas

Guzmán

Cecilia

Menacho

2017

PSYE

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Recibido 25 Julio, 2016; Aceptado 16 Septiembre, 2016) RESUMEN: La instrucción directa se ha utilizado como procedimiento de intervención para el aprendizaje de las matemáticas. Asimismo, estos procedimientos se han centrado tanto en los componentes de dominio general como de dominio específico. En este trabajo se estudiaron los efectos que sobre la competencia matemática temprana y la memoria de trabajo tuvieron diferentes programas de entrenamiento matemático, combinando actividades específicas de memoria de trabajo y de competencia matemática, a partir de actividades de instrucción directa, en niños de primero de educación primaria que presentaban riesgo de tener dificultades de aprendizaje de las matemáticas. Catorce participantes fueron identificados como alumnado en riesgo de tener dificultades de aprendizaje matemático mediante el test TEMT-i y asignados a un procedimiento pedagógico de intervención individualizado. A partir de un diseño cuasi experimental con dos medidas de las variables dependientes, los resultados mostraron que el programa de intervención promovió una clara mejora tanto en la competencia matemática, como en la memoria de trabajo. Palabras clave: educación primaria, competencia matemática temprana, instrucción directa, memoria de trabajo, TEMT-i. Direct instruction to Primary Education students at risk of mathematics learning difficultiesABSTRACT:Direct instruction has been used as a current intervention procedure for learning mathematics. In addition, these procedures have focused both components of general domain as specific domain. In this paper the effects on early mathematical competence and working memory had different programs mathematical training was studied. The programs combined specific activities of working memory and math competence using a direct instructional procedure. Participants were first grade primary education at risk of having mathematics learning difficulties. Fourteen students were identified as at risk of mathematical learning difficulties by ENT-Rand assigned to an individualized educational intervention procedure. A quasi-experimental design with two dependent variables' measures was used. Results showed that the intervention program promoted a strong improvement in both mathematical competence, and working memory.

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“…Receiving the appropriate math instruction is crucial in the development of children's math abilities because it will allow them to enhance their performance, and possibly prevent and remediate difficulty with mathematics. Research suggests that increasing a student's accuracy and speed of responding to basic math facts is important for developing and mastering more advanced math skills (Poncy et al 2007). Several studies have found that math fluency skills can be increased through the use of interventions that focus on training (Poncy and Skinner 2006;Poncy et al 2007;McCallum 2006;Singer-Dudek and Greer 2005;Hartnedy et al 2005;Sweeney et al 2001).…”

Section: Discussionmentioning

confidence: 99%

“…Research suggests that increasing a student's accuracy and speed of responding to basic math facts is important for developing and mastering more advanced math skills (Poncy et al 2007). Several studies have found that math fluency skills can be increased through the use of interventions that focus on training (Poncy and Skinner 2006;Poncy et al 2007;McCallum 2006;Singer-Dudek and Greer 2005;Hartnedy et al 2005;Sweeney et al 2001). Poncy et al (2007) conducted a case study comparing the effects of two interventions on basic math accuracy and fluency, Cover, Copy, and Compare (CCC) and Taped problems (TP).…”

Section: Discussionmentioning

confidence: 99%

Math Fluency: Accuracy Versus Speed in Preoperational and Concrete Operational First and Second Grade Children

Ramos-Christian

Schleser

Varn

2008

Early Childhood Educ J

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Cognitive abilities as well as math fluency play an important role in mathematical skills. Understanding the relationship between cognitive abilities and mathematical skills is imperative to teaching effective arithmetic skills. The present study aimed to investigate the relationship between cognitive ability and math fluency with 38 first and second grade elementary aged children. Results demonstrate that preoperational children lacked the speed of concrete operational children but achieved comparable levels of accuracy when completing arithmetic problems.

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Evaluating and Comparing Interventions Designed to Enhance Math Fact Accuracy and Fluency: Cover, Copy, and Compare Versus Taped Problems

Cited by 82 publications

References 19 publications

Applied comparative effectiveness researchers must measure learning rates: A commentary on efficiency articles

Applied comparative effectiveness researchers must measure learning rates: A commentary on efficiency articles

Instrucción directa con alumnado de Educación Primaria en riesgo de dificultades en el aprendizaje de las matemáticas

Math Fluency: Accuracy Versus Speed in Preoperational and Concrete Operational First and Second Grade Children

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