Evaluating and Comparing Interventions Designed to Enhance Math Fact Accuracy and Fluency: Cover,Copy, and Compare Versus Taped Problems |
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| Authors: | Brian C Poncy Christopher H Skinner Kathryn E Jaspers |
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| Institution: | (1) Prairie Lakes AEA, 501 Bank St, Webster City, Iowa 50595, USA;(2) School Psychologist, Prairie Lakes Area Education Agency 8, Webster City, Iowa, USA;(3) Department of Educational Psychology, University of Tennessee, Knoxville, Tennessee, USA;(4) University of Tennessee, Knoxville, Tennessee, USA |
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| Abstract: | An adapted alternating treatments design was used to evaluate and compare the effects of two procedures designed to enhance
math fact accuracy and fluency in an elementary student with low cognitive functioning. Results showed that although the cover,
copy, compare (CCC) and the taped problems (TP) procedures both increased the student's math fact accuracy and fluency, TP
was more effective as it took less time to implement. Discussion focuses on the need to develop strategies and procedures
that allow students to acquire basic computation skills in a manner that will facilitate, as opposed to hinder, subsequent
levels of skill and concept development. |
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| Keywords: | Acquisition Automaticity Math facts Alternating treatments Taped problems |
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