The effects of a basic facts fluency programme within a self-regulated learner framework on the fluency of single-digit multiplication facts with year 5 & 6 students. (2017)
Type of ContentTheses / Dissertations
Degree NameMaster of Education
PublisherUniversity of Canterbury
Fluent recall of basic facts is essential to the development of more complex mathematics skills (Burns, Zaslofsky, Maki, & Kwong, 2016). However, many students struggle to develop fluency with basic facts (Tait-McCutcheon, Drake, & Sherley, 2011). This can lead to other maths difficulties (Gross, Duhon, Shutte, & Rowland, 2016; Ministry of Education, 2016c) which cause students to fall further behind their peers (Church, 2017). The present study used an experimental design to investigate whether a basic facts fluency programme, implemented within a self-regulated learner (SRL) framework, could lead to increased fluency with multiplication facts for Year 5 and Year 6 New Zealand students (9-10 years old). It also investigated the extent to which the SRL programme altered students’ basic facts practice behaviour outside of school hours. The study found that the SRL programme resulted in rapid fluency development that was maintained over time. Nomothetic and idiographic analysis confirmed that the programme was suitable for use within tier one of the response to intervention framework. In addition, the study also found that students who received the programme altered their practice behaviour outside of school hours. The results from this study show how elements of self-regulated learning and precision teaching can be successfully combined to enhance students’ mathematics achievement.
RightsAll Rights Reserved
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