Dissertation
A comparison of two math fact fluency interventions: incremental rehearsal vs FASTT Math
University of Iowa
Doctor of Philosophy (PhD), University of Iowa
Spring 2020
DOI: 10.17077/etd.005329
Abstract
Incremental rehearsal (IR) and FASTT Math are both interventions that have been shown to improve math fact fluency. However, researchers have yet to directly compare the effects of these two intervention on math fact fluency. In the present study, an alternating treatments design was used to examine the effects of IR and FASTT Math on the addition fact fluency of three 2nd grade students demonstrating difficulties in math. IR or FASTT Math was implemented for 10 min once per day. Students’ addition fact fluency was assessed after every intervention session using Math Curriculum-Based Measurement (M-CBM) addition probes. M-CBM scores were higher after receiving FASTT Math for two students. Data also indicated that neither intervention was effective at improving addition fact fluency for two students. For one student, FASTT Math was more effective at improving addition fact fluency. These results combined with social validity and cost analysis data provided some evidence that FASTT Math was the better intervention overall when compared to IR.
Details
- Title: Subtitle
- A comparison of two math fact fluency interventions: incremental rehearsal vs FASTT Math
- Creators
- Samantha M. McVancel
- Contributors
- Allison Bruhn (Advisor)Kristen Missall (Advisor)Stewart Ehly (Committee Member)Catherine Welch (Committee Member)Anne Estapa (Committee Member)
- Resource Type
- Dissertation
- Degree Awarded
- Doctor of Philosophy (PhD), University of Iowa
- Degree in
- Psychological and Quantitative Foundations
- Date degree season
- Spring 2020
- DOI
- 10.17077/etd.005329
- Publisher
- University of Iowa
- Number of pages
- xi, 151 pages
- Copyright
- Copyright 2020 Samantha M. McVancel
- Language
- English
- Description illustrations
- illustrations
- Description bibliographic
- Includes bibliographical references (pages 111-130).
- Public Abstract (ETD)
This study compared the effectiveness of two interventions, incremental rehearsal (IR) and FASTT MathTM, designed to improve students’ math fact fluency. Researchers have examined the effects of these two interventions individually and found evidence they are both effective at improving math fact fluency. However, IR and FASTT MathTM have yet to be compared directly.
In this study the effects of IR and FASTT MathTM on the addition fact fluency of three 2nd grade students demonstrating difficulties in math was examined using an alternating treatments design. Under this design students received one intervention for 10 min each day in a randomized order. After each intervention session the students’ addition fact fluency was assessed by asking them to correctly answer as many facts as they could in 2 min on an addition fact worksheet. This worksheet is also known as a Math Curriculum-Based Measurement (M-CBM) addition probe.
The results showed that scores on the M-CBM probes were higher after receiving FASTT MathTM for two students. For the third student, neither FASTT MathTM or IR yielded higher M-CBM scores. The effects of the interventions were also evaluated by comparing the students’ performance after receiving IR or FASTT MathTM to their performance when they did not receive an intervention. The results for one student indicated that he earned higher M-CBM scores after receiving FASTT MathTM than when he received IR or there was no intervention in place. The results for the other two students indicated there was little difference in their M-CBM scores after receiving IR or FASTT MathTM when compared to their M-CBM scores without receiving an intervention.
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9983949498202771
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