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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.

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Presentation on theme: "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."— Presentation transcript:

1 March 2014 Action Research By: Julie Turner

2 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?

3 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:

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

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

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

7 Method  Research Design  Intervention  Sample

8 Instrumentation and Data Collection Automaticity Confidence/Enjoyment

9 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

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

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

12 Results: Attitude Pre/Post Scores in Attitude

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

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

15 References Crawford, Donald B., Ph.D (2003, June). The third stage of learning math facts: Developing automaticity. Retrieved February 2014, from: Crawford, Donald B., Ph.D, Randi Saulter, M.S. (2013). Rocket Math: Directions Retrieved November 2013, from: Crawford, Donald B., Ph.D (2003, June). The third stage of learning math facts: Developing automaticity., Retrieved February 2014, from:

16 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 : 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 : Mason, Jennifer. (2006). The Relationship between the Implementation of Mastering Math Facts and Automaticity. Retrieved February 2014 from: %2F%2Fsrufaculty.sru.edu%2Fclaudia.balach %2FMason_J_AR_Spr_06.doc&ei=tC4kU4ngKsXskQfxzIDACA&usg=AFQjCNHw2WMLS_t6xgE1ZNMVE mOqiXEfQQ&sig2=6lL8frrX9YrCPAzq9L6ZmA&bvm=bv ,d.eW0 %2F%2Fsrufaculty.sru.edu%2Fclaudia.balach %2FMason_J_AR_Spr_06.doc&ei=tC4kU4ngKsXskQfxzIDACA&usg=AFQjCNHw2WMLS_t6xgE1ZNMVE mOqiXEfQQ&sig2=6lL8frrX9YrCPAzq9L6ZmA&bvm=bv ,d.eW0 Yermish, Aimee. (2003). Why memorize math facts ? Hoagies’ Gifted Education Page. Retrieved February 2014 from : References Continued….


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