A Modified Cover, Copy and Compare Math Fact Fluency Intervention
Loading...
Document Type
Event
Description
The use of iPads as a classroom learning tool is becoming more popular, however, their effectiveness to be used as interventions is still unknown. The authors conducted a study investigating the effectiveness of an iPad-modified cover, copy and compare (CCC) intervention. The CCC intervention is a test-study method were students memorize the math fact, cover the math fact, copy the math fact from memory then compare their answer to the one that they memorized. The authors looked at the modified intervention effect on math fact fluency by comparing student growth of a paper CCC intervention and the modified iPad CCC intervention. They also looked at students’ preferences for both interventions using the Kid Intervention Profile (KIP). They conducted the study in a 4th grad classroom in Minnesota, randomly splitting the class into two groups. One group received the modified iPad CCC intervention while the other group received the paper CCC intervention. After four weeks, they took the mid-test and KIP and switched interventions. This study lasted for a total of 8 weeks. Students’ progress was monitored using AIMSweb pre- mid- and post-test to access the growth of multiplication fact fluency. Results of this study showed that growth rates of math fact fluency did not significantly differ the interventions. This means that the modified iPad CCC intervention could be just as effective as the original CCC intervention. This provides some evidence that the iPad can be an effective multiplication math fact fluency intervention.
Keywords
math, intervention, iPad
Degree
Doctor of Psychology (PsyD)
Department
Psychology
College
Social and Behavioral Sciences
First Faculty Advisor's Name
Carlos Panahon
First Faculty Advisor's Department
Psychology
First Faculty Advisor's College
Social and Behavioral Sciences
Second Faculty Advisor's Name
Shawna Petersen-Brown
Second Faculty Advisor's Department
Psychology
Second Faculty Advisor's College
Social and Behavioral Sciences
Recommended Citation
Johnson, M. & Lamminen, R. (2017, April 17). A Modified Cover, Copy and Compare Math Fact Fluency Intervention. Presented at the 2017 Graduate Online Symposium, Mankato, MN. http://cornerstone.lib.mnsu.edu/gos/2017/presentation/6
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Presentation Handout
A Modified Cover, Copy and Compare Math Fact Fluency Intervention
The use of iPads as a classroom learning tool is becoming more popular, however, their effectiveness to be used as interventions is still unknown. The authors conducted a study investigating the effectiveness of an iPad-modified cover, copy and compare (CCC) intervention. The CCC intervention is a test-study method were students memorize the math fact, cover the math fact, copy the math fact from memory then compare their answer to the one that they memorized. The authors looked at the modified intervention effect on math fact fluency by comparing student growth of a paper CCC intervention and the modified iPad CCC intervention. They also looked at students’ preferences for both interventions using the Kid Intervention Profile (KIP). They conducted the study in a 4th grad classroom in Minnesota, randomly splitting the class into two groups. One group received the modified iPad CCC intervention while the other group received the paper CCC intervention. After four weeks, they took the mid-test and KIP and switched interventions. This study lasted for a total of 8 weeks. Students’ progress was monitored using AIMSweb pre- mid- and post-test to access the growth of multiplication fact fluency. Results of this study showed that growth rates of math fact fluency did not significantly differ the interventions. This means that the modified iPad CCC intervention could be just as effective as the original CCC intervention. This provides some evidence that the iPad can be an effective multiplication math fact fluency intervention.
