Using Computer-Assisted Instruction to Build Math Fact Fluency

Abstract

Research findings support the use of computer-assisted instruction (CAI) as a curriculum supplement for improving math skills, including math fact fluency. There are a number of websites and mobile applications (i.e., apps) designed to build students' math fact fluency, but the options can become overwhelming. This article provides implementation guidelines to help teachers plan for CAI, including criteria for selecting a program and recommendations for monitoring student progress. In addition, free resources for CAI are discussed.

Effectiveness of instructional media based on interactive cd learning on basic network at vocational high school : improving student cognitive ability

“…The aim of this study is to know about effectiveness of interactive CD learning that had be developed as instructional media in the Basic Network learning process. Instructional media can assist student to understand and apply the learning concepts, so that the learning outcome can be reached by students and instructional media has a big opportunity to close student achievement gap than students do not learn by using instructional media (Wulansari et al, 2017;Keengwe, 2012).The technique that be used in the delivering materials in instructional media effectively can increase phonological awareness in the learning process (Foster, Erickson, Forster, Brinkman, &Torgensen, 1994;Macaruso& Walker, 2008;Mitchell & Fox, 2001;Reitsma&Wesseling, 1998).Instructional media that benefit viewing and hearing are a good way to assist students in the learning process (Woo, 2009).Based on comparing with the old research, there are too much instructional media that had been developed, like development of Computer Assisted Instruction (CAI) in the English course (Keengwe, 2012) and development of Computer Assisted Instruction on the Math course (Hawkins, 2016).…”

Potential Factors to Enhance Students' STEM College Learning and Career Orientation

“…Fifth, the results revealed that students' perceptions about classroom technology and facilities could influence their STEM college learning and career orientation. To enhance students' STEM college learning and career orientation, STEM teachers are advised to maintain a technology-assisted learning environment by working with school administrators (Hawkins et al, 2017). Students' learning is enhanced due to the multiple learning functions and interactive learning environments provided by using technology in the classroom.…”

Imagine Math Facts Improves Multiplication Fact Fluency in Third-Grade Students

“…Specifically, effective fluency-building instruction should incorporate modeling (Codding et al 2011), provide ample drill and practice with high rates of response (Hawkins et al 2017;Riccomini et al 2017), include immediate and corrective feedback (NMAP 2008), and incorporate an appropriate ratio of known to unknown facts (Riccomini et al 2017).…”

“…Mastery develops and strengthens as students practice responding correctly to math fact prompts (Fuchs et al 2008). Without immediate feedback, if students answer math fact items incorrectly, they may assume that their incorrect responses are correct and then risk becoming fluent with wrong answers (Hawkins et al 2017). In classrooms, teachers must ensure that all students receive immediate corrective feedback when practicing math facts.…”

“…Other advantages of incorporating CAI in the classroom include immediate feedback, automated progress monitoring and adaptive instruction, increased engagement, and high accessibility. Multiple studies, including metaanalyses, aimed at assessing the efficacy of CAI as a supplementary educational tool have demonstrated positive learning outcomes for children who use CAI alongside standard classroom instruction for math facts learning (Burns et al 2012;Gross and Duhon 2013;Hawkins et al 2017).…”