This study examined a 6-week intervention in which fourth grade students either played fluency games or used pictorial flashcards to develop fluency with their basic multiplication facts. Students who played fluency games showed more growth than the pictorial flashcards, but an analysis of variance showed that there was no statistically…

Multiplication fluency math interventions are utilized in elementary schools, but a dearth in scholarship exists on the effects of these interventions on fifth grade math students' performance and final grades. This scholarship gap may have an adverse effect on informing administrators and educators on best practices in helping fifth grade math…

Understanding increased achievement as a dynamic relationship between student engagement and mathematical understanding, we designed an intervention to address both factors. Our intervention was the instructional routine number strings, led by an undergraduate tutor. In this paper, we provide a case study of the development of a fourth-grade…

Providing mathematics instruction and supporting students with mathematics difficulties, including students with disabilities, at risk for disabilities, or those who struggle with the content, is important and interventions must be designed to occur face-to-face or virtually. Despite limited research on providing mathematical interventions online…

While an abundance of evidence-based mathematics interventions are available to support students' mathematics fluency, research suggests that they are not often implemented within schools. Moreover, national data suggests that most students in the United States are not meeting grade level expectations in mathematics. This underperformance coupled…

This formative study of a multiplicative reasoning (MR) intervention explored the intervention's potential for improving the ability of third-grade struggling students' ability to reason with multiplicative concepts and procedures. The feasibility of the study was examined in a school setting before a randomized control trial was conducted.…

The effects of whole number computation interventions among school students with learning disabilities in Grades K to 5 were examined using a multilevel meta-analysis. Applying a correlated and hierarchical effect model of robust variance estimation, we examined the intervention effects among 15 peer-reviewed articles and dissertations (two…

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…

Multiplicative thinking involves the ability to coordinate bundled units on a more abstract level than additive thinking and implies the identification of the different meanings of the multiplier and the multiplicand. The transition from additive to multiplicative thinking, however, constitutes an obstacle for many children. Specific formulations…

The current study examined digits correct per minute (DCPM) growth using explicit timing procedures across varying instructional set sizes (ISSs) and dose. Specifically, the study used a randomized group design to compare DCPM growth within three different ISSs (9, 18, and 36 multiplication facts) across three different levels of dose (2-, 4-, and…

The development of conceptual multiplication knowledge will assist students in making progress within current mathematics standards. Previous research has shown the concrete-representational-abstract (CRA) sequence to be successful in teaching multiplication with regrouping with an emphasis on conceptual understanding while developing fluency and…

Math facts are foundational for later math skill development but have been identified as a common skill deficit among students in early schooling (Gersten, Jordan, & Flojo, 2005). Drill-based interventions effectively target and improve foundational academic skills (Burns, 2005), however, there is limited research examining drill-based…

Mathematical fluency supports maintenance of mathematical skills (Shurr et al., 2019). Multiple interventions support fluency, including the use of games. However, limited research exists exploring games as a means of increasing student fluency in mathematics. In this single case design study, researchers examined the relation between four…

There is a significant need for easy-to-implement interventions in the early grades, especially in mathematics, as many children have difficulties in their first years of school with automated basic math facts recall and, therefore, fall behind. Automation of single-digit multiplication tasks represents an important developmental step, as it can…

A large number of students demonstrate difficulty acquiring and retaining math facts highlighting the need for early math intervention. This study used a single-case cumulative acquisition design to examine the differential effectiveness and efficiency of three drill interventions, incremental rehearsal (IR), incremental rehearsal with visual…