The Use of Direct Instruction Multiplication Flashcard and a Modified Math Racetrack Procedures on Mastery of Multiplication Facts for an At- Risk 6th Grade Girl

Abstract

Abstract:The purpose of this study was to evaluate the effects of the Direct Instruction (DI) flashcards procedure and the math racetrack to improve mastery of multiplication facts by a 6 th grade girl enrolled in a resource room classroom in a parochial school. The dependent variable was the number correct for multiplication facts. A second measure was the number of correct multiplication math facts from a pre-and posttest of 100 multiplication problems. The number of seconds required to complete the math racetrack was assessed. The effect of the DI flashcard procedure was evaluated in a single-subject multiple-baseline design between three sets of multiplication math facts. Our results indicated a clear functional relationship between the implementation of the DI multiplication flashcards and the mastery of multiplication facts with Sets 1 through 3. By the end of data collection, our participant had increased her performance on a 100-problem, 5-minute, multiplication test from the pretest of 34 facts to the posttest of 55 facts.. The procedures were cost effective and required little training to implement.