Math to Mastery: Promoting Math Fact Fluency in a Child with ADHD

Date of Award

Fall 2019

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in School Psychology


Graduate Studies

Committee Chair

Mary Dosch


This project explored the effectiveness of the research-based intervention, Math to Mastery, with a third-grade student with ADHD. Math is a part of the core curriculum and foundational in learning, yet it is often overlooked. Math can be particularly frustrating for students with ADHD, as math requires the use of the executive functions that are sometimes lacking for these students. The intervention Math to Mastery, which incorporates five research-based components, was selected to increase this student’s math fact fluency skills in single-digit addition. To monitor his progress, digits correct per minute and errors per minute were recorded. The results indicated that there was an increase in the digits correct per minute, as well as a decrease in errors correct per minute over the course of the intervention.

Abstract only: No full text available.