A virtual adaptation of the taped problems intervention for increasing math fact fluency.

Abstract

In response to restrictions on visitors within school buildings during the COVID-19 pandemic, the evidence-based math fact fluency procedure known as the taped problems intervention was adapted for use in a virtual setting. The present study used a multiple-probe across participants design to evaluate the effects of the adapted intervention on the subtraction fact fluency of three elementary school students with varying degrees of math difficulties. Researchers also measured whether fluency gains would generalize to subtraction fact family problems that were not targeted within the study procedures. Visual analysis of results indicated math fluency improvements across all students, regardless of initial performance level, but no evidence of generalization effects for any participant. Additionally, to further investigate intervention effects, two effect size measures were calculated (WC-SMD and NAP) and each participant’s rate of improvement was measured in two ways. Slopes (digits correct per minute [DCM] gains per session) of baseline and intervention phases were compared, and DCM gains per intervention time were investigated. Discussion focuses on implications for providing academic interventions in virtual learning environments, the importance of direct instruction for subtraction fact fluency, as well as future directions for researchers.

The Effect of Addition and Subtraction Practice within a Word–Problem Intervention on Addition and Subtraction Outcomes

“…Using technology–based instruction, Fuchs, Fuchs, Hamlett, et al (2006) demonstrated that students with MD who participated in fifty 10–minute practice sessions with addition and subtraction facts showed improved single–digit addition knowledge at posttest but limited improvement on single–digit subtraction or word problems. Other practice efforts have focused on use of cover–copy–compare (Poncy et al, 2007), taped problems (McCallum et al, 2010), or incremental rehearsal (Burns, 2005).…”