The Comparative Effectiveness of Microcomputers and Flash Cards in the Drill and Practice of Basic Mathematics Facts

1985 ◽  
Vol 16 (3) ◽  
pp. 225 ◽  
Author(s):  
Karen C. Fuson ◽  
Kathleen T. Brinko
Keyword(s):  
Comparative Effectiveness ◽  
Flash Cards ◽  
Mathematics Facts ◽  
Drill And Practice

The Comparative Effectiveness of Microcomputers and Flash Cards in the Drill and Practice of Basic Mathematics Facts

1985 ◽  
Vol 16 (3) ◽  
pp. 225-232
Author(s):  
Karen C. Fuson ◽  
Kathleen T. Brinko
Keyword(s):  
Comparative Effectiveness ◽  
Fourth Graders ◽  
Daily Routine ◽  
The Third ◽  
Flash Cards ◽  
Mathematics Facts ◽  
Basic Facts ◽  
Drill And Practice

A flash card procedure was designed with some of the features of microcomputers for the drill and practice of basic facts. Second, third, and fourth graders followed the same daily routine for 6 weeks in either a flash card or a microcomputer condition, practicing basic facts in subtraction or division. Weekly tests revealed learning in the first 2 weeks, little or no learning in the third and fourth weeks, and some learning in the fifth week, when the groups changed practice conditions. The flash card and microcomputer conditions produced equivalent learning.

Math-Facts Memory Made Easy

1985 ◽  
Vol 33 (4) ◽  
pp. 21-25
Author(s):  
Gary Greene
Keyword(s):  
Primary Grades ◽  
Individualized Instruction ◽  
Flash Cards ◽  
Math Facts ◽  
Addition And Subtraction ◽  
Drill And Practice ◽  
Subtraction Facts ◽  
Speed And Accuracy

There comes a time when children in the primary grades are expected to increase the speed and accuracy with whlch they perform computational tasks. Mastery of basic addition and subtraction facts greatly facilitates a student's ability to achieve this objective. Although some children are able to learn math facts without individualized instruction, others require extensive support. For the latter students, teachers typically prescribe extra drill-and-practice activities (e.g., flash cards), often leading to disappointing and frustrating results for both the teacher and the child.

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