The effects of precision teaching and self-regulation learning on early multiplication fluency

Sleeman, M., Friesen, M., Tyler-Merrick, G. ORCID: 0000-0002-7493-0724 and Walker, W., 2019. The effects of precision teaching and self-regulation learning on early multiplication fluency. Journal of Behavioral Education. ISSN 1053-0819

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Abstract

Fluent recall of basic facts is essential to the development of more complex math skills. Therefore, failure to develop fluency with basic facts may impede the development of these skills. The present study used a between groups experimental design to investigate whether a basic facts fluency program, 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). This study also investigated the extent to which the SRL program altered students’ basic facts practice behavior outside of school hours. The study found that the SRL program resulted in rapid fluency development that was maintained over time. Nomothetic and idiographic analysis confirmed that the program was suitable for use within Tier 1 of the response to intervention framework. In addition, the study also found that students who received the program altered their practice behavior outside 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.

Item Type: Journal article
Publication Title: Journal of Behavioral Education
Creators: Sleeman, M., Friesen, M., Tyler-Merrick, G. and Walker, W.
Publisher: Springer
Date: 13 December 2019
ISSN: 1053-0819
Identifiers:
NumberType
10.1007/s10864-019-09360-7DOI
Divisions: Schools > School of Education
Record created by: Jill Tomkinson
Date Added: 19 Mar 2019 12:20
Last Modified: 30 Sep 2020 10:40
URI: http://irep.ntu.ac.uk/id/eprint/36082

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