Date Approved
8-4-2016
Embargo Period
8-5-2016
Document Type
Thesis
Degree Name
M.A. Special Education
Department
Interdisciplinary and Inclusive Education
College
College of Education
Advisor
Kuder, Sydney
Subject(s)
Mathematical fluency; Students with disabilities
Disciplines
Science and Mathematics Education | Special Education and Teaching
Abstract
The purpose of this study was to determine the mathematical fluency performance of a group of students with various learning disabilities in an eighth grade classroom by implementing and intervention intensification program that incorporates an explicit timing model. Students demonstrated a wide range of progression with their mathematical fluency with all students showing progress from the start of the study to the conclusion. Analysis of the data determined that students fluency levels increased at a faster rate when provided with a consistent intensive regime of math computational facts. Implications for teaching students with disabilities mathematical fluency are discussed.
Recommended Citation
Ehala, Andrew, "Comparing math fluency and automaticity using explicit timing with students with disabilities" (2016). Theses and Dissertations. 1871.
https://rdw.rowan.edu/etd/1871
