Incremental rehearsal (IR) has consistently been shown to improve students' math fact retention and fluency (Maki et al., Journal of Behavioral Education 30:534-558, 2021). However, less is known about how intervention modifications may support longer-term skill maintenance. The purpose of this study was to compare traditional IR with a modified…

Wheel-spinning is unproductive persistence without the mastery of skills. Understanding wheel-spinning during the use of intelligent tutoring systems (ITSs) is crucial to help improve productivity and learning. In this study, following Beck and Gong (2013), we defined wheel-spinning students (unsuccessful students in ITSs) as those who practiced…

Fluency in math facts and procedures is critical for math achievement overall and often challenging for students with emotional and behavioral disorders to develop. This article describes how to implement two complementary and evidence-based practice strategies, incremental rehearsal and Cover-Copy-Compare, to build declarative and procedural…

Math facts are foundational for later math skill development, but many students demonstrate difficulties with math facts in early schooling. Drill-based interventions have been shown to effectively target foundational academic skills; however, there is limited research examining drill-based interventions for teaching math facts compared to basic…

More research attention and implementation support are needed for mathematics intervention as student achievement in this area continues to fall below desirable levels. Incremental rehearsal is an intervention to help students build reading, vocabulary, and math fluency. Research supports the use of incremental rehearsal for improving math fact…

This study compared two goal-setting approaches found in the Precision Teaching literature, namely the minimum celeration line and the beat your personal best during the mathematical practice of three male students diagnosed with autism, aged 8-9. An adapted alternating treatments design with a control condition was embedded in a concurrent…

Background: Although research on mathematics learning programs has taken off in recent years, little is known about how different person characteristics are related to practice behaviour with such programs. When implementing a mathematics learning program in the classroom, it might be important to know whether students with specific…

This paper explores factors that contribute to increased self-efficacy in preservice teachers as they practise teaching mathematics in a primary classroom. Thirteen preservice teachers completing a Master of Primary Teaching contributed to the research, four of whom became the focus of intense examination during two professional practices…

Most teachers of mathematics think that regular practice is essential for success. In face-to-face instruction settings, regular practice requires doing homework, which has to provide students with feedback in order to be useful. Online homework allows teachers to assume the workload involved in providing feedback to a large number of students…

We examined the math facts fluency growth of students receiving explicit timing practice in either a massed, short-distributed, or long-distributed fashion. In a repeated-measures group design, 50 mid-western 3rd grade students completed four one-minute math probes each day for 20 days. Hierarchical linear modeling revealed that students who…

This article reports on a qualitative study investigating how perceptions of feedback and feedback practice developed over the course of a seven-month development project with students and teachers in ten lower secondary schools. The aim of the study was to contribute to the knowledge about how a development project with teachers can contribute to…

The utility of homework and its impact on academic achievement has been an ongoing debate for more than 100 years. To date, there is no rigorous experimental research to show whether, and the extent to which, variations in the amount of homework assigned can impact the academic performance of elementary school students. In this study, 440…

Opportunities for practice play a critical role in learning complex behaviors. In the context of explicit mathematics instruction, practice facilitates systematic opportunities for students with mathematics difficulties (MD) to learn new mathematics content and apply such knowledge and skills to novel mathematics problems. This study explored…

Opportunities for practice play a critical role in learning complex behaviors. In the context of explicit mathematics instruction, practice facilitates systematic opportunities for students with mathematics difficulties (MD) to learn new mathematics content and apply such knowledge and skills to novel mathematics problems. This study explored…

Deliberate practice and having a growth mindset have been hypothesized to increase school performance. But previous studies are few, have been limited to very short interventions, and on average resulted in small effect sizes on school performance. This study compared the attitudes, performance, and behavior of 130 7th-grade students taking part…