Variations on a classwide math fact intervention: The role of set size and goal setting with explicit timing

Abstract

Explicit Timing (ET) is an established intervention to support math fact fluency. The current study explored how goal setting and set size moderated the base ET intervention to promote multiplication fact fluency with third grade students. We also explored how learners at different levels of initial fluency responded to intervention. Findings suggest that ET was effective in promoting math fact fluency across learners who began intervention at varied performance levels, with average gains of over 15 digits correct per minute across 12 sessions of intervention over one month. Goal setting further improved the intervention. Results did not significantly differ across set sizes, nor across initial performance level. Overall, all investigated conditions led to efficient growth. Resources for classroom implementation are provided.