Date Approved
8-8-2012
Embargo Period
3-3-2020
Document Type
Thesis
Degree Name
M.A. Special Education
Department
Special Educational Services/Instruction
College
College of Education
Advisor
Xin, Joy
Subject(s)
Arithmetic--Study and teaching; Computer-assisted instruction; Self-monitoring
Disciplines
Special Education and Teaching
Abstract
The purpose of this study was to investigate whether or not the use of technology would increase automaticity of basic subtraction facts with "at risk" students and whether or not self-monitoring would motivate "at risk" students to improve their math scores to achieve automaticity of basic subtraction facts. Participants included four "at-risk" second graders from an elementary school in a small suburban community in southern New Jersey. The study took place over 11 weeks and was conducted by the classroom teacher. The first week consisted of collecting baseline data followed by five weeks of students using the Everyday Mathematics online Facts Workshop Game and five weeks of students self-monitoring their progress. A multiple baseline single subject design with A B C phases was used. All four students had an increase in automaticity of basic subtraction facts. Findings indicate that both interventions are effective in improving math scores to achieve automaticity of basic math facts.
Recommended Citation
Ellis, Jennifer, "The effect of using technology and self-monitoring to teach basic facts to children at risk" (2012). Theses and Dissertations. 493.
https://rdw.rowan.edu/etd/493
