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.
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.
https://cornerstone.lib.mnsu.edu/urs/2016/poster-session-B/31
