The impact of intervention modality on students' multiplication fact fluency
Kourtney R. Kromminga,
Robin S. Codding
Abstract:While an abundance of evidence‐based mathematics interventions are available to support students’ mathematics fluency, research suggests that they are not often implemented within schools. Moreover, national data suggests that most students in the United States are not meeting grade level expectations in mathematics. This underperformance coupled with limited implementation of evidence‐based practices emphasizes the need to provide schools with effective, efficient, and resource friendly interventions to suppo… Show more
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