A comparison of class-wide taped problems and cover, copy, and compare for enhancing mathematics fluency

2012 ◽  
Vol 49 (8) ◽  
pp. 744-755 ◽  
Author(s):  
Brian C. Poncy ◽  
Christopher H. Skinner ◽  
Elizabeth McCallum
Keyword(s):  
Mathematics Fluency ◽  
Taped Problems

Taped-Problems Intervention: Improving Math Fluency of Students With Cognitive Impairments

2008 ◽  
Author(s):  
Elizabeth McCallum ◽  
Ara J. Schmitt ◽  
Dana Keener ◽  
Kathleen Dingus ◽  
Jody Vergari
Keyword(s):  
Cognitive Impairments ◽  
Math Fluency ◽  
Taped Problems

Improving Math Fluency Using the Taped-Problems Intervention and Reinforcement

2007 ◽  
Author(s):  
Elizabeth McCallum ◽  
Ara J. Schmitt ◽  
Dana Keener ◽  
Brian Poncy
Keyword(s):  
Math Fluency ◽  
Taped Problems

scholarly journals The impact of serious games in mathematics fluency: A study in Primary Education

Comunicar ◽  
2021 ◽  
Vol 29 (69) ◽  
Author(s):  
Fernando Fraga-Varela ◽  
Esther Vila-Couñago ◽  
Esther Martínez-Piñeiro
Keyword(s):  
Primary Education ◽  
Serious Games ◽  
Educational Software ◽  
Teaching Experience ◽  
General Level ◽  
Control Group ◽  
Similar Time ◽  
Mathematics Fluency ◽  
Quasi Experimental ◽  
The Impact

In recent years there has been a renewal of educational software encouraged by the incorporation of specific designs based on serious games. Previous studies on their use do not provide conclusive data on the advancement in learning, both at a general level and in specific contents. The main objective of this work is to study the impact of the use of serious games in primary education classrooms, specifically on mathematics fluency, taking into account gamification variables and teaching experience. A quasi-experimental study was carried out with a pretest-posttest design, without a control group and with several experimental groups, involving 284 students from the first to the fourth grade. The results show a significant improvement in mathematics fluency with the use of serious games in the different grades and classroom groups studied. The gamification strategy promotes even greater progress over the classes where it has not been implemented. There is a similar time of use of serious games by both novice and experienced teachers, with better results in mathematics fluency in the case of the second group. It also shows the relationship between the results obtained and the school grades of the students. The findings point to the potential of using serious games designed specifically for school environments and challenge previous work on generational barriers in teachers. En estos últimos años ha habido una renovación del software educativo propiciada por la incorporación de diseños específicos basados en juegos serios. Los estudios previos sobre su uso no ofrecen datos concluyentes sobre el avance en el aprendizaje, tanto a nivel general como de contenidos específicos. El objetivo principal del presente trabajo es conocer el impacto del uso de juegos serios en las aulas de educación primaria, concretamente en la fluidez matemática del alumnado, atendiendo a variables de gamificación y experiencia docente. Se lleva a cabo un estudio cuasi-experimental con pretest-postest, sin grupo control y con varios grupos experimentales, en el que participan 284 estudiantes de primero a cuarto curso. Los resultados muestran una mejora significativa de la fluidez matemática con el uso de juegos serios en los distintos cursos y grupos-aula estudiados. La estrategia de gamificación promueve un progreso aún mayor respecto a las aulas en las que no se ha implementado. Se observa un tiempo de uso similar de los juegos serios por parte de profesores noveles y experimentados, con mejores resultados en fluidez matemática en el caso de los segundos. También se muestra la relación existente entre los resultados obtenidos y las calificaciones del alumnado. Las conclusiones señalan el potencial del uso de juegos serios diseñados específicamente para entornos escolares y cuestionan trabajos previos sobre las barreras generacionales en el profesorado.

Extending Research on a Math Fluency Building Intervention: Applying Taped Problems in a Second-Grade Classroom

2009 ◽  
Vol 25 (4) ◽  
pp. 364-381 ◽  
Author(s):  
Sunny Windingstad ◽  
Christopher H. Skinner ◽  
Emily Rowland ◽  
Elizabeth Cardin ◽  
Jamie Y. Fearrington
Keyword(s):  
Second Grade ◽  
Math Fluency ◽  
Taped Problems ◽  
Fluency Building ◽  
Grade Classroom

Early Mathematics Fluency with CCSSM

2014 ◽  
Vol 21 (1) ◽  
pp. 27-35
Author(s):  
Gabriel T. Matney
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Second Grade ◽  
Core State ◽  
Early Mathematics ◽  
Mathematics Fluency ◽  
Second Grade Students

To develop second-grade students' confidence and ease, use these three specific types of tasks that align with Common Core State Standards for Mathematics expectations.

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

2006 ◽  
Vol 35 (3) ◽  
pp. 419-434 ◽  
Author(s):  
Elizabeth McCallum ◽  
Christopher H. Skinner ◽  
Haley Turner ◽  
Lee Saecker
Keyword(s):  
Time Delay ◽  
Taped Problems ◽  
Fact Fluency

Mathematics Fluency—More than the Weekly Timed Test

2015 ◽  
pp. 67-89 ◽  
Author(s):  
Ben Clarke ◽  
Nancy Nelson ◽  
Lina Shanley
Keyword(s):  
Mathematics Fluency ◽  
Timed Test

Examining a classwide application of cover-copy-compare with and without goal setting to enhance mathematics fluency.

2009 ◽  
Vol 24 (3) ◽  
pp. 173-185 ◽  
Author(s):  
Robin S. Codding ◽  
Lisa Chan-Iannetta ◽  
Molley Palmer ◽  
Grace Lukito
Keyword(s):  
Goal Setting ◽  
Mathematics Fluency ◽  
Cover Copy Compare
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