Efficacy of Two Mathematics Interventions for Enhancing Fluency with Elementary Students

Document Type

Article

Publication Date

12-1-2010

School

Psychology

Abstract

An alternating treatments design was used to evaluate two curriculum-based mathematics interventions designed to enhance fluency with three elementary school students. Results indicate that both the Math to Mastery (MTM) intervention and the Cover, Copy, Compare (CCC) intervention were effective at increasing mathematics fluency, as measured by digits correct per min, for all students. However, MTM was more effective than CCC for two of the three students. Follow-up data taken 6 and 18 days following termination of the intervention phase indicated that all participants achieving mastery performance maintained mastery levels across both interventions.

Publication Title

Journal of Behavioral Education

Volume

19

Issue

4

First Page

273

Last Page

288

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