Investigating the Effects of a Fact Family Fluency Intervention on Math Facts Fluency and Quantitative Reasoning

James D. Stocker; Elizabeth M. Hughes; Andrew Wiesner; Shirley Woika; Michele Parker; Lauren Cozad; Jared Morris

doi:10.1007/s10864-020-09422-1

Investigating the Effects of a Fact Family Fluency Intervention on Math Facts Fluency and Quantitative Reasoning

James D. Stocker, Elizabeth M. Hughes, Andrew Wiesner, Shirley Woika, Michele Parker, Lauren Cozad, Jared Morris

Educational Psychology, Counseling, and Special Education

Research output: Contribution to journal › Article › peer-review

3 Scopus citations

Abstract

The current study investigates the effects of a fact family fluency intervention on math facts fluency and quantitative reasoning. Sixty-three students in Grades 5–8 participated in the study, including 14 students receiving special education services and 15 students receiving additional support. The researchers employed a quasi-experimental, switching replications design that included three waves of assessment. The first group to receive intervention achieved statistically significant gains in performance on both math facts fluency and quantitative reasoning. The second group then received intervention and demonstrated a similar performance. Implications of the current findings and potential directions for future research are discussed.

Original language	English (US)
Pages (from-to)	635-656
Number of pages	22
Journal	Journal of Behavioral Education
Volume	31
Issue number	4
DOIs	https://doi.org/10.1007/s10864-020-09422-1
State	Published - Dec 2022

All Science Journal Classification (ASJC) codes

Education
Developmental and Educational Psychology

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10.1007/s10864-020-09422-1

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abstract = "The current study investigates the effects of a fact family fluency intervention on math facts fluency and quantitative reasoning. Sixty-three students in Grades 5–8 participated in the study, including 14 students receiving special education services and 15 students receiving additional support. The researchers employed a quasi-experimental, switching replications design that included three waves of assessment. The first group to receive intervention achieved statistically significant gains in performance on both math facts fluency and quantitative reasoning. The second group then received intervention and demonstrated a similar performance. Implications of the current findings and potential directions for future research are discussed.",

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AU - Cozad, Lauren

AU - Morris, Jared

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AB - The current study investigates the effects of a fact family fluency intervention on math facts fluency and quantitative reasoning. Sixty-three students in Grades 5–8 participated in the study, including 14 students receiving special education services and 15 students receiving additional support. The researchers employed a quasi-experimental, switching replications design that included three waves of assessment. The first group to receive intervention achieved statistically significant gains in performance on both math facts fluency and quantitative reasoning. The second group then received intervention and demonstrated a similar performance. Implications of the current findings and potential directions for future research are discussed.

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Investigating the Effects of a Fact Family Fluency Intervention on Math Facts Fluency and Quantitative Reasoning

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