The Use of Direct Instruction Multiplication Flashcard and a Modified Math Racetrack Procedures on Mastery of Multiplication Facts for an At- Risk 6th Grade Girl

Abstract

The purpose of this study was to evaluate the effects of the Direct Instruction (DI) flashcards procedure and the math racetrack to improve mastery of multiplication facts by a 6 th grade girl enrolled in a resource room classroom in a parochial school. The dependent variable was the number correct for multiplication facts. A second measure was the number of correct multiplication math facts from a pre- and posttest of 100 multiplication problems. The number of seconds required to complete the math racetrack was assessed. The effect of the DI flashcard procedure was evaluated in a single-subject multiple-baseline design between three sets of multiplication math facts. Our results indicated a clear functional relationship between the implementation of the DI multiplication flashcards and the mastery of multiplication facts with Sets 1 through 3. By the end of data collection, our participant had increased her performance on a 100- problem, 5-minute, multiplication test from the pretest of 34 facts to the posttest of 55 facts.. The procedures were cost effective and required little training to implement.