The Use of Assistive Technology and

Interactive Software to Promote the Retention

of Multiplication Facts for Students with
Disabilities

An Action Research Project

William Sullivan
Department of Educational Technology
University of Hawai’i at Manoa
wsulliva@hawaii.edu
Purpose
Evaluate a math unit using assistive technology and
software programs
Improve the retention of multiplication facts

+ + =
Background
“In particular, students with learning
difficulties are likely to have difficulties with
immediate memory for number facts.”
Hasselbring, Goin & Bransford, 1988; Miles & Miles, 1992

“They may require extra practice to learn

these facts, as well as needing help in using
the most effective compensatory strategies
to derive facts not known automatically.”
Lloyd & Keller, 1989
Background
Never master multiplication facts
Rely on Finger counting
Unable to calculate more complicated math
problems
Instructional Goal
Determine if the students are able to retain
multiplication facts by using assistive
technology and a software program
Measure their motivation, attitude and
participation in learning multiplication facts.
Technology Used
Laptop computers
FASTTMath software
Math-Whizz software
Internet
iPod Touches
iTunes Applications (Apps)
FASTTMath
Math-Whizz http://www.whizz.us/
Math-Whizz http://www.whizz.us/
Math-Whizz http://www.whizz.us/
Math-Whizz http://www.whizz.us/
iPod Touches/Applications
Target Population
Demographics
Rural K-6 elementary school
Hawai’i Island (Big Island) , Hawaii, USA

Participants
11 fourth grade students with special needs
Disabilities
 Specific Learning, Emotional, Autistic
Level of technology proficiency
Math age/level
Methodology
3 week study

Math Intervention Block

30-40 minutes each day

 10-15 FASTTMath
 10 minutes Math-Whizz
 10-15 iPod Touches
Methodology
Multiplication Tests
 Pre-, 2 embedded, and post-test
 100 facts; 1 through 10
 2x8 and 8x2
 Not timed
 Time recorded

Individual Checklists
 Attendance
 Observable Attitude
Engagement
Participation

Motivations

Attitudes

Interruptions
Data/Results
Data/Results
Data/Results
Participants
1 2 3 4 5 6 7 8 9 10 11
gain 17% 63% 94% 26% 73% 25% 2% 88% 14% 33% 39%

Post-test 66 53 85 77 98 100 75 63 64 54
embedded 62 19 48 67 37 84 100 50 61 54 49
2
embedded 58 49 41 82 42 80 99 62 56 54 62
Pre-test 55 18 3 63 21 74 98 9 54 43 33

 Group average gain = 43%

 Smallest gain = 14%

 Largest gain = 94%

Implications
Success for student with disabilities

Combination of technology

Technology: motivating factor

Beneficial to all students; disabled and non-disabled

Greater gains over a longer period of instructional time.

Short instructional activities

Conclusion
Technology Proficiency
Levels of frustration = absent
3 short, different instructional approaches
Ready to absorb
Self directed instruction = choices
Limiting study
Final Note
“The use of technology can create an
environment in which active engagement
leads to on-task students. On-task and
engaged students can be expected to learn
more.” Stanford, Crowe, Flice, 2010
Mahalo and Aloha

Any Questions?

wsulliva@hawaii.edu