A Study on the Effect of Digital Modality for Developing Computational Fluency and the Impact on Overall Math Achievement.

摘要

Mathematics computational fluency is shown to have a direct relationship to a student's ability to acquire an understanding of higher-level mathematics. In this quasi-experimental design study, low performing math students of the subject school received math fluency practice, specifically targeting math fact efficiency and accuracy through the use of the computer program MobyMax. The technology-based exercise targeted addition, subtraction, multiplication, and division problems to increase each student's ability to answer problems accurately, quickly, and without hesitation (Binder, 1996). The treatment group was tested before and after implementation of the intervention in both computation and in application of math concepts to determine the effect the intervention had on computational fluency skills and overall math achievement. The treatment group was compared to the control group, which consisted of the previous year's fourth graders, with similar make-up and demographics, which did not receive the intervention. AIMSweb Mathematics Computation (MCOMP), AIMSweb Math Concepts and Application (MCAP), and Measures of Academic Progress (MAP) were utilized in the assessment of math gains. Results of the study indicated the use of the technology based math fact program MobyMax had a slight positive effect, but did not indicate a statistically significant impact on either math fact fluency or math achievement.