The Taped-Problems Intervention: Increasing Multiplication Fact Fluency Using a Low-Tech, Classwide, Time-Delay Intervention

McCallum, Elizabeth; Skinner, Christopher H.; Turner, Haley; Saecker, Lee B.

doi:10.1080/02796015.2006.12087976

Cited by 82 publications

(35 citation statements)

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“…This is useful information for teachers because matching interventions to specific student deficits in a customized manner results in greater student growth during the intervention (Burns et al, 2015). Previous research shows that interventions such as cover–copy–compare (Codding, Chan-Iannetta, Palmer, & Lukito, 2009), incremental rehearsal (Burns, 2005), and taped problems (McCallum, Skinner, Turner, & Lee, 2006; Poncy, Skinner, & Jaspers, 2007) are generally effective in addressing computation deficits (Codding, Hilt-Panahon, Panahon, & Benson, 2009), as are interventions that incorporate the concrete–representational–abstract framework for teaching computation (Flores, Hinton, & Strozier, 2014; Mancl, Miller, & Kennedy, 2012).…”

Section: Discussionmentioning

confidence: 99%

Computation Error Analysis: Students With Mathematics Difficulty Compared To Typically Achieving Students

Nelson

Powell

2017

Assessment for Effective Intervention

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Though proficiency with computation is highly emphasized in national mathematics standards, students with mathematics difficulty (MD) continue to struggle with computation. To learn more about the differences in computation error patterns between typically achieving students and students with MD, we assessed 478 third-grade students on a measure of mathematics computation. Results indicated that using the wrong operation was the most common identifiable error for all students. Students with MD had similar accuracy rates for item categories (e.g., addition items) compared to typically achieving students, but students with MD consistently had more variability in incorrect item responses. This study has implications for efficacious computation instruction for students in the elementary grades. Keywords computation, error analysis, mathematics difficulty Research Question 1: What are the most common errors (e.g., miscalculation, wrong operation) on individual computation items and within categories of computation items for third graders (e.g., all addition items)? Research Question 2: Which items were most difficult for third graders to solve correctly, and which items and item categories resulted in the largest error ratios? Research Question 3: Were error ratios by item category different for students with MD versus typically achieving students? Method Participants and Setting Participants (N = 478) were sampled from third-grade classrooms in a school district in a state in the Southwest. Demographics were available for 60% of participants. Approximately 51.4% of participants were female, and the sample identified as Hispanic (47.2%), Caucasian (25.9%), African American (11.7%), Asian (6.7%), American Indian (5.7%), and Other (2.8%). The average age of participants was 8 years 8 months. Overall, 5.7% of the sample had been retained one grade level, 4.8% received special education services, and 44.8% were English learners.

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Section: Discussionmentioning

confidence: 99%

Computation Error Analysis: Students With Mathematics Difficulty Compared To Typically Achieving Students

Nelson

Powell

2017

Assessment for Effective Intervention

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“…In learning basic math skills, meeting the accuracy measure is as important as displaying it fluently (Cates and Ryhmer, 2003;McCallum et al, 2006;Shapiro, 2011). Fluency in basic math skills is answering a math fact automatically in verbal or written form quickly and accurately the moment it is read (Cressey and Ezbicki, 2008;Hinton et al, 2014;Johnson and Layng, 1996;Stocker and Kubina, 2017).…”

Section: Recommended Citationmentioning

confidence: 99%

Bir Öğrenciye Temel Bölme İşlemlerinde Akıcılık Kazandırmada Dinleyerek İşlem Yapma Uygulamalarının Etkililiği

Alptekin

2019

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

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Araştırmanın amacı, dinleyerek işlem yapma (DİY) ile yapılan öğretim uygulamalarının matematik performansı düşük bir öğrencinin temel bölme işlemlerindeki akıcılık düzeyini artırmada etkililiğini, öğrencinin ulaşmış olduğu akıcılık performansını başka kişi ve eğitim ortamlarına genelleyip genellemediğini ve aradan belli bir süre geçtikten sonra da sürdürüp sürdürmediğini belirlemektir. Araştırmada beceriler (setler) arası çoklu yoklama modeli kullanılmıştır. Katılımcı, 12 yaşında, yedinci sınıf düzeyinde, genel eğitim sınıfına devam eden, tanı almamış ancak matematik performansı düşük bir kız öğrencidir. Araştırmanın bulguları, DİY uygulamalarının matematik performansı düşük bir öğrencinin temel bölme işlemlerindeki akıcılık düzeyini artırmada etkili olduğunu, ulaşmış olduğu akıcılık düzeyini başka öğretmen ve eğitim ortamına genellediğini ve performansını 7., 14. ve 21. günlerde de sürdürdüğünü göstermiştir. Sosyal geçerlik bulguları incelendiğinde, öğretmen ve öğrencinin uygulamaya ilişkin olumlu görüşleri, DİY uygulamalarının kabul edilebilirliğini ve araştırma sonuçlarının yüksek düzeyde anlamlı olduğunu göstermiştir. Ayrıca sosyal karşılaştırma ortalamaları dikkate alındığında öğrenci akranlarının akıcılık ortalamasına çok yaklaşmıştır. Bu bulgular alanyazın araştırmaları ile tartışılmıştır.

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“…By reducing the demand on working memory, fluent recall of basic facts enables students to devote more attention to the overall purpose of a mathematics problem (Burns, Kanive, & DeGrande, 2012;Burns et al, 2016;Neill, 2008;Sweller, Ayres, & Kalyuga, 2011), which facilitates better understanding (Gross, Duhon, Shutte, & Rowland, 2016). Compared to their less fluent peers, students who are fluent with the recall of basic facts also enjoy more opportunities to respond to complex mathematics tasks (McCallum, Skinner, Turner, & Saecker, 2006), show an increased willingness to exert effort, and increased student motivation (Codding, Chanlannetta, Palmer, & Lukito, 2009). Despite the importance of fluent basic facts recall, many students find learning multiplication facts difficult (Steel & Funnell, 2001;Tait-McCutcheon, Drake, & Sherley, 2011), and as the mathematics curriculum increases in complexity, those less fluent are more likely to fall further behind their peers; a phenomenon commonly referred to as the Matthew effect (Merton, 1968).…”

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confidence: 99%

The Effects of Precision Teaching and Self-regulated Learning on Early Multiplication Fluency

et al. 2019

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The Taped-Problems Intervention: Increasing Multiplication Fact Fluency Using a Low-Tech, Classwide, Time-Delay Intervention

Cited by 82 publications

References 35 publications

Computation Error Analysis: Students With Mathematics Difficulty Compared To Typically Achieving Students

Computation Error Analysis: Students With Mathematics Difficulty Compared To Typically Achieving Students

Bir Öğrenciye Temel Bölme İşlemlerinde Akıcılık Kazandırmada Dinleyerek İşlem Yapma Uygulamalarının Etkililiği

The Effects of Precision Teaching and Self-regulated Learning on Early Multiplication Fluency

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