A Comparison of Taped-Problem Interventions to Increase Math Fact Fluency: Does the Length of Time Delay Affect Student Learning Rates?

Abstract

An alternating treatments design with a control condition was used to evaluate and compare the effects of two taped-problem interventions on addition fact fluency. Both taped-problem interventions were identical with the exception of the time delay between the auditory cue of the problem and the answer. One condition used a 2-s delay and the other condition used no delay. Results showed that both taped-problem conditions showed growth in student digits correct per minute scores and that the no-delay condition was slightly more efficient as the taped-problem no-delay procedure took approximately 33% less time. Discussion focuses on using comparative intervention designs to detect nuances in procedures to improve our understanding of math fact interventions that result in the highest learning rates.

Bir Öğrenciye Temel Bölme İşlemlerinde Akıcılık Kazandırmada Dinleyerek İşlem Yapma Uygulamalarının Etkililiği

“…In another study, TP with and without a time delay in voice recordings were compared. As a result, the number of the math facts performed in one minute increased in both interventions but the TP without a time delay was found to be a bit more effective (Poncy et al, 2015).…”

Matematik İşlemlerinde Akıcılığın Geliştirilmesi: Dinleyerek İşlem Yapma Uygulamaları

“…The first one is research to determine the effect of TP. TP is applied to students having normal development, needing special education or to the ones having normal development but with low mathematics performance and the results were found to be effective in all the students (Alptekin, 2019;Aspiranti et al, 2011;McCallum and Schmitt, 2011;McCallum et al, 2006;Poncy et al, 2015;Uysal, 2017;Windingstad et al, 2009). Second one is the research where TP is compared with different techniques.…”

“…In the first few sessions, it is possible to switch to varying time delays after giving zero second instructions. Just like trials with varying periods of time, time delays can be applied to all teaching trials for a constant period of time as well (Aspiranti ve et al, 2011;Bliss et al, 2010;McCallum and Schmitt, 2011;McCallum et al, 2006;Miller et al, 2011;Mong and Mong, 2010;Poncy et al, 2007;2015;Uysal, 2017;Windingstad et al, 2009). Implementers should determine the most appropriate time periods for students.…”

“…In the TP intervention with the addition of group rewards, TP was applied in a classical form and the students were rewarded immediately after the intervention (McCallum et al, 2010). In the third study conducted by Poncy et al (2015), the steps of TP was implemented without time delay (the student heard the response from the recording without waiting in 0 seconds) and with time delay (the student heard the response from the recording by waiting 2 seconds).…”

“…She guides the students by walking around the classroom. When all the students complete the process, she collects the worksheets and assesses the result and gives feedback to the students (Aspiranti et al, 2011;Bliss et al, 2010;Cressey and Ezbicki, 2008;McCallum et al, 2006;Miller et al, 2011;Poncy et al, 2012;2015;Windingstad et al, 2009).…”