Event Title

Analog vs. App: Math Fact Fluency

Location

CSU Ballroom

Start Date

18-4-2016 2:00 PM

End Date

18-4-2016 3:30 PM

Student's Major

Psychology

Student's College

Social and Behavioral Sciences

Mentor's Name

Shawna Petersen-Brown

Mentor's Department

Psychology

Mentor's College

Social and Behavioral Sciences

Second Mentor's Name

Carlos Panahon

Second Mentor's Department

Psychology

Second Mentor's College

Social and Behavioral Sciences

Third Mentor's Name

RaeLynn Lamminen

Third Mentor's Deparment

Psychology

Third Mentor's College

Social and Behavioral Sciences

Description

Although iPads have a strong presence in the classroom, their full potential is unknown (Larabee, Burns, & McComas, 2014). Current uses of iPads within the classroom do not maximize their potential and there is a lack of data outlining the usefulness of iPads in different aspects of K-12 curriculum (Lamminen, Ray, Panahon, 2015). Therefore, conducting research that examines the effectiveness of iPad interventions is crucial. In this study, 24 fourth grade students will participate in two math fact fluency interventions: one worksheet-based, the other iPad-based. Students will be randomly assigned to two groups. All students will participate in a 2-min math fact fluency pretest. One student group will receive the iPad-based intervention, while the other group will receive the worksheet-based intervention for 4 weeks. After a second 2-min math fact fluency probes, the students will receive the other intervention for 4 weeks. A final 2-min math fact fluency probe will be administered. It is hypothesized that the iPad-based intervention will be more effective and the students will prefer it. At the time of the presentation, the study will have reached the halfway point and there will be pre- and mid-test data to report. From this data, researchers could make further hypotheses about the effectiveness of the interventions, although it will not be clear until completion of the post-test whether there was an order effect or group differences. The results of this study will provide valuable insight into the usefulness of iPads for increasing math fact fluency as a classroom intervention.

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Apr 18th, 2:00 PM Apr 18th, 3:30 PM

Analog vs. App: Math Fact Fluency

CSU Ballroom

Although iPads have a strong presence in the classroom, their full potential is unknown (Larabee, Burns, & McComas, 2014). Current uses of iPads within the classroom do not maximize their potential and there is a lack of data outlining the usefulness of iPads in different aspects of K-12 curriculum (Lamminen, Ray, Panahon, 2015). Therefore, conducting research that examines the effectiveness of iPad interventions is crucial. In this study, 24 fourth grade students will participate in two math fact fluency interventions: one worksheet-based, the other iPad-based. Students will be randomly assigned to two groups. All students will participate in a 2-min math fact fluency pretest. One student group will receive the iPad-based intervention, while the other group will receive the worksheet-based intervention for 4 weeks. After a second 2-min math fact fluency probes, the students will receive the other intervention for 4 weeks. A final 2-min math fact fluency probe will be administered. It is hypothesized that the iPad-based intervention will be more effective and the students will prefer it. At the time of the presentation, the study will have reached the halfway point and there will be pre- and mid-test data to report. From this data, researchers could make further hypotheses about the effectiveness of the interventions, although it will not be clear until completion of the post-test whether there was an order effect or group differences. The results of this study will provide valuable insight into the usefulness of iPads for increasing math fact fluency as a classroom intervention.

Recommended Citation

McNallan, Kourtney and Rachel Kramer. "Analog vs. App: Math Fact Fluency." Undergraduate Research Symposium, Mankato, MN, April 18, 2016.
http://cornerstone.lib.mnsu.edu/urs/2016/poster-session-B/31