Title

Virtual Adaptation of Explicit Timing to Increase Multiplication Fluency

Date of Award

Spring 5-14-2021

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in School Psychology

Department

Graduate Studies

Committee Chair

Mary Dosch

Abstract

Explicit timing is an intervention strategy used to increase students’ math fact fluency. Math fact fluency is an ability to recall simple addition, subtraction, multiplication, and division facts. Math fact fluency aids a student’s ability to complete higher-order math problems. This study adapts explicit timing to an online model and gives two participants a virtual multiplication math fact fluency intervention. For the first three sessions, the participants did not know they were being timed. For the remaining six, the participants knew they were being timed, were told how long they took, and were shown what answers they got incorrect. The results show a negative slope, which indicates that the participants tended to complete each probe in a shorter amount of time with each new administration.

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