Comparison of a math fact rehearsal and a mnemonic strategy approach for improving math fact fluency

Peter M Nelson; Matthew K Burns; Rebecca Kanive; James E Ysseldyke

doi:10.1016/j.jsp.2013.08.003

Comparison of a math fact rehearsal and a mnemonic strategy approach for improving math fact fluency

J Sch Psychol. 2013 Dec;51(6):659-67. doi: 10.1016/j.jsp.2013.08.003. Epub 2013 Sep 29.

Authors

Peter M Nelson¹, Matthew K Burns, Rebecca Kanive, James E Ysseldyke

Affiliation

¹ University of Minnesota, USA.

PMID: 24295141
DOI: 10.1016/j.jsp.2013.08.003

Abstract

The current study used a randomized controlled trial to compare the effects of a practice-based intervention and a mnemonic strategy intervention on the retention and application of single-digit multiplication facts with 90 third- and fourth-grade students with math difficulties. Changes in retention and application were assessed separately using one-way ANCOVAs in which students' pretest scores were included as the covariate. Students in the practice-based intervention group had higher retention scores (expressed as the total number of digits correct per minute) relative to the control group. No statistically significant between-group differences were observed for application scores. Practical and theoretical implications for interventions targeting basic multiplication facts are discussed.

Keywords: Computer-based interventions; Multiplication facts; Repetition.

Publication types

Comparative Study
Randomized Controlled Trial
Research Support, Non-U.S. Gov't

MeSH terms

Child
Computer-Assisted Instruction / methods*
Dyscalculia / psychology
Dyscalculia / therapy
Educational Measurement / methods*
Female
Humans
Learning / physiology*
Male
Mathematics / education*
Minnesota
Treatment Outcome