Date Approved

4-29-2019

Embargo Period

4-30-2019

Document Type

Thesis

Degree Name

MA Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

Advisor

Kuder, Sydney Jay

Committee Member 1

Accardo, Amy

Committee Member 2

Shuff, Midge

Keywords

basic facts, division, flashcards, mathematics, multiplication, special education

Subject(s)

Computer-assisted instruction; Arithmetic

Disciplines

Science and Mathematics Education | Special Education and Teaching

Abstract

This study utilized a time series design to investigate the effects of a computer-based math fact program called Xtramath.org vs. the use of traditional handheld flashcards. Students were given a baseline assessment before beginning the school district's method for learning basic math facts: Xtramath.org. They were tested again after 6 weeks and then began to use traditional handheld flashcards. Students were tested again to compare the results. Eight 4th grade students (5 male and 3 female) with special needs were included in this study. These students attend school in a wealthy, suburban area with a predominantly white population.

Fluency in basic math facts is a critical skill in furthering mathematical skills from elementary school through college. Without this important skill, students are certain to have difficulties throughout their schooling career and beyond. Some researchers have shown that technology-based programs are benefiting the growth of math skills, but has technology actually done away with an important factor in learning basic multiplication and division facts? The results showed that while both methods of acquiring math fact fluency were beneficial, there was a substantially greater increase with the use of the flashcards. The online program helped, but students were more successful with the flashcards.

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