Improving math fact acquisition of students with learning disabilities using the "Touch Math" method
Date Approved
6-2-2010
Embargo Period
3-3-2020
Document Type
Thesis
Degree Name
M.A. Learning Disabilities
Department
Special Educational Services/Instruction
College
College of Education
Advisor
Kuder, S Jay
Subject(s)
Arithmetic--Study and teaching; Learning disabled children
Disciplines
Elementary Education and Teaching
Abstract
This study examined the effects of "Touch Math" compared with a number grid for computation. The study also considered the effects of these interventions on the self-efficacy of students with learning disabilities towards mathematics. Computation probes and math self-efficacy surveys were administered to the students prior to, and at the end of the intervention sessions. A quasi experimental alternating treatment design was utilized for interventions which lasted for ten days each. Probe and intervention practice sessions presented addition first then subtraction on separate worksheets. Seven elementary students with learning disabilities receiving specialized instruction through a pull-out program participated. Significant difference was calculated using a t statistic and critical value for interventions and initial to final probe percentages. No significant difference was found in the accuracy of basic fact computations when the two interventions were compared. Results from initial to final probes indicated overall improvement in accuracy. For two students a significant improvement was found when comparing initial to final probe results. Neither intervention was seen as the key to the improvement. Survey results indicated a minimal relationship between perceived effectiveness, effort, and improved accuracy.
Recommended Citation
Dombrowski, Carol, "Improving math fact acquisition of students with learning disabilities using the "Touch Math" method" (2010). Theses and Dissertations. 104.
https://rdw.rowan.edu/etd/104
