Abstract
Math fact fluency is foundational for later mathematics education. Unfortunately, many students across the nation continue to struggle with these core skills. Computer-assisted instruction may be a potentially valuable tool for improving math fact fluency due to its ability to differentiate instruction at the student level, provide added practice opportunities, and improve student interest and motivation. However, research is currently lacking to demonstrate the effectiveness of many computer-assisted interventions. One such program is Timez Attack by Imagine Math Facts, a multiplication fact fluency training program for elementary-age students. Using a multiple baseline across groups design, we sought to determine the effectiveness of Timez Attack in improving math fact fluency in third-grade students. We randomly assigned 63 students to three study groups and regularly assessed for multiplication fact fluency for 12 weeks. Compared to baseline averages, all three study groups demonstrated improved multiplication fact fluency following the onset of the intervention phase. Further, performance during a follow-up maintenance phase demonstrated persistence of learning. The results of this study suggest that Timez Attack may be an effective computer-assisted instruction option for improving multiplication fact fluency in elementary-age students.
Highlights
Students in the USA have trailed other industrialized nations in mathematics proficiency and achievement (Rave and Golightly 2014)
All three teachers indicated that they would be interested in continuing to use Imagine Math Facts games to supplement math fact teaching in future school years. In this multiple baseline across groups study, we found that third-grade students who used Timez Attack, an Imagine Math Facts game, improved in multiplication fact fluency over a 12-week intervention and maintenance period as determined by visual analysis and the calculation of effect sizes
The positive trends observed during the intervention phase continued during the maintenance phase when students discontinued use of Timez Attack
Summary
Students in the USA have trailed other industrialized nations in mathematics proficiency and achievement (Rave and Golightly 2014). Recent reports by the National Center for Education Statistics (Aud et al 2011) and the National Mathematics Advisory Panel (NMAP 2008) agree that, nationwide proficiency scores have recently improved, math proficiency continues to decrease substantially as students progress from one grade to the next. Recent reports by the National Center for Education Statistics (Aud et al 2011) and the National Mathematics Advisory Panel (NMAP 2008) agree that, nationwide proficiency scores have recently improved, math proficiency continues to decrease substantially as students progress from one grade to the These same reports suggest that knowledge of basic math facts may be at the core of these math proficiency deficits. Improvements in early math facts education may provide the foundation necessary for later proficiency in math
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