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dc.contributor.advisorMcCoy, Ann Dr.
dc.contributor.advisorDunn, Carol
dc.contributor.advisorCombs, Emily
dc.contributor.advisorCannon, Marilyn
dc.contributor.advisorJurkowski, Odin Dr.
dc.contributor.authorSickle, Kelly J.
dc.date.accessioned2019-02-22T13:59:40Z
dc.date.available2019-02-22T13:59:40Z
dc.date.issued2018-08
dc.date.submitted2019-02-22
dc.identifier.urihttp://centralspace.ucmo.edu/handle/123456789/682
dc.description.abstractThe purpose of this study was to compare the effects of math fluency games with the use of flashcards on the mathematics performance of first grade students. First grade students were given a pretest, which was a running record of the math fact addition progression. This interview showed where each of the students fell along the progression. Half of the students were randomly assigned to two groups and were given traditional, vertical flashcards. The other half were also randomly assigned to two groups and given visual flashcards and taught games to play based on their interview. The study lasted for six weeks. These four groups worked with their tools and with the teacher in small group once a week. Upon concluding the six week study, another running record interview was given to each of the students. This interview showed twelve of the fourteen students showed growth in their knowledge of addition math facts. The research did not show clear evidence that math fact fluency games increase the students’ knowledge of math facts more than students who just used traditional flashcards. The research did conclude that students who played the math fluency games were more engaged and vested in their learning.en_US
dc.titleFACT FLUENCY DEVELOPMENT: A COMPARISION OF FLASHCARDS AND FLUENCY GAMESen_US


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    Theses written by graduate students at the University of Central Missouri.

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