# March 2014 Action Research By: Julie Turner. Students leave Grade One with an excellent understanding of the WHY and the HOW of addition, but what about.

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March 2014 Action Research By: Julie Turner

Students leave Grade One with an excellent understanding of the WHY and the HOW of addition, but what about addition FLUENCY and AUTOMICITY? What’s the Problem?

What can we do about it? Start with research of course! What is the effect of using the Rocket Math program on students’ automaticity and confidence in learning math facts? Research Question:

What does the research say? 2 Facts Over learning Automaticity? Small doses.. Mental fatigue

Method 2 Groups Dependent Variables Independent Variables  Research Design  Intervention  Sample

Method  Research Design  Intervention  Sample Let’s get started with ROCKET MATH !

Method  Research Design  Intervention  Sample

Instrumentation and Data Collection Automaticity Confidence/Enjoyment

Threats to Validity ThreatConsideration Two Different Teachersworked together and collaborated lessons and testing days Academic HistoryPre/post tests were given to measure children from current levels English as a Second Language used comparison design with a repeated measures, two group pre/post design

Do you know what all that orange means? Results: Automaticity

To Clarify….. Means Pre/Post Test in Achievement Very Statistically Significant

Results: Attitude Pre/Post Scores in Attitude

So…what do we do next? Discussion and Action Plan Who is ready for addition practice today?

Pass it on! Keep it up! Collaborate Keep Improving Continue Have FUN! Shar e

References Crawford, Donald B., Ph.D (2003, June). The third stage of learning math facts: Developing automaticity. Retrieved February 2014, from: http://www.rocketmath.com/uploads/Math_Facts_Research.pdf Crawford, Donald B., Ph.D, Randi Saulter, M.S. (2013). Rocket Math: Directions Retrieved November 2013, from: http://www.rocketmath.com/uploads/Rocket_Math_Teacher_Directions-new.pdf Crawford, Donald B., Ph.D (2003, June). The third stage of learning math facts: Developing automaticity., Retrieved February 2014, from: http://www.rocketmath.com/uploads/Math_Facts_Research.pdf

Lehner, Patty. (2008). What is the relationship between fluency and automaticity through systematic teaching with technology (FASTT Math) and improved student computational skills ? Retrieved from : http://www.vbschools.com/accountability/action_research/PatriciaLehner.pdf Martella, Ronald C., Nancy Marchand – Martella and Christina R. Smith (2011). Assessing the Effects of the Rocket Math Program with a Primary Elementary School Student At Risk for School Failure : A Case Study. Retrieved February 2014 from : http://www.rocketmath.com/uploads/SmithSglSubjStudy.PDF http://www.rocketmath.com/uploads/SmithSglSubjStudy.PDF Mason, Jennifer. (2006). The Relationship between the Implementation of Mastering Math Facts and Automaticity. Retrieved February 2014 from: http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCgQFjAA&url=http%3A %2F%2Fsrufaculty.sru.edu%2Fclaudia.balach %2FMason_J_AR_Spr_06.doc&ei=tC4kU4ngKsXskQfxzIDACA&usg=AFQjCNHw2WMLS_t6xgE1ZNMVE mOqiXEfQQ&sig2=6lL8frrX9YrCPAzq9L6ZmA&bvm=bv.62922401,d.eW0 http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCgQFjAA&url=http%3A %2F%2Fsrufaculty.sru.edu%2Fclaudia.balach %2FMason_J_AR_Spr_06.doc&ei=tC4kU4ngKsXskQfxzIDACA&usg=AFQjCNHw2WMLS_t6xgE1ZNMVE mOqiXEfQQ&sig2=6lL8frrX9YrCPAzq9L6ZmA&bvm=bv.62922401,d.eW0 Yermish, Aimee. (2003). Why memorize math facts ? Hoagies’ Gifted Education Page. Retrieved February 2014 from : http://www.hoagiesgifted.org/why_memorize.htm References Continued….

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