Math Fluency in First Grade Students

Chapter 1: Introduction

Math fact fluency refers to knowing a math fact with automaticity and accuracy.

Gervasoni, Giumelli, and McHugh (2017) explain that rather than needing to use math strategies

to figure it out, first-grade students should be able to see a subtraction or addition problem within

10 seconds and give the answer within 3 seconds. Math fact fluency is important as it allows

students to concentrate on tasks that require higher level thinking. Baker & Cuevas, (2018)

explained that while math fact fluency is important, students are not meeting the academic

targets for knowing math fact. Research shows that academically low-achieving students and

those with disabilities show difficulties in developing math fact fluency. Students who fail to

develop math fact fluency start falling behind in first grade and continue this pattern into other

grades. The study will aim to compare math fact fluency outcomes after receiving quality Tier 1

instruction on addition strategies to 10 while also receiving a once-weekly virtual math

intervention.

Research problem and purpose of the study

Automaticity in math fact fluency is a skill all teachers strive for their students to posess.

However, many first grade students in intercity Philadelphia have not been delivering the results

that teachers are seeking. The purpose of pursuing research in mathematical fluency is to see if

daily fluency practice and student opinions and preferences renders statistically significant

evidence of math fact growth and development. The study will aim to compare math fact fluency

outcomes after receiving quality Tier 1 instruction on addition strategies to 10 while also

receiving a once-weekly virtual math intervention. With both tier one instruction as well as
personalized virtual intervention, the intent is to increase fluency scores in procedural addition to

10 over a three-week cycle.

Research questions

1) What are the impacts on daily fluency-based practice interventions in regard to math fact

fluency performance?

This question could be answered by using quantitative measures by doing a before

and after testing while comparing the amount of problems correctly answered. Using a fluency

probe comparison of numeral data could help support a finding for this question.

2) What are the preferred modes of completing fluency-based probes?

Interviews and open-response questionnaires instantly come to mind in order to

collect qualitative data to support a finding for this question. Having qualitative responses could

provide further insight for student preferences. While this could be a mixed research question, I

feel as if asking why paper and pencil or computer-based is preferred gives better insight to

support findings.
 Chapter 2: Literature Review

According to Foster (2018), many learners in the US are struggling to achieve

grade-level standards. Berrett, A. N., & Carter, (2018) posits that lack of success in mathematics

in the US continues to be the nationwide issue of concern. Proficiency in mathematics forms the

basis for learners’ success in both the classroom and in the real world. This review focuses on

their core aspects regarding Math Fluency. First, it discusses the concept of fluency and the

processes through which children leaners to ready. Secondly, the review examines mathematics

fluency. The review ends with the analysis of how daily/repeated fluency contributes to the

student’s score.

Fluency

Reading is among the most critical skills learners must learn, and fluency is the

ability to read instructions. Whitney, Hirn, and Lingo (2016) defined reading fluency via the

primary indicators of identification of a word, including pacing, prosody, and accuracy, that

interact to foster comprehension. Similarly, Martin et al. (2019) defined reading fluency as the

learner’s ability to read with accuracy, speed, and proper expression. Also, Greene, Mc Tiernan,

and Holloway (2018) defined fluency as the student’s ability to read a text accurately and

quickly with proper expression and phrasing, which demonstrate his/her ability to decode and

comprehend the text concurrently. Learners who show a high level of proficiency in reading tend

to read with a sense of feeling and anticipation as well as characterization in their reading. In this

regard, fluency encompasses two fundamental components that include prosody and

automaticity. According to Berrett and Carter (2018), comprehension is vital to consider when

ascertaining the fluency score of a learner. Therefore, learners exhibiting high rates of fluency

possess high reading proficiencies levels, especially in reading comprehension.

 Mathematics fact fluency

Mathematics fact fluency is the ability to recall facts that concerns multiplication,

division, addition, and subtraction. The study by Gervasoni, Giumelli, and McHugh (2017),

demonstrates that learners need to accurately remember mathematics facts with minimal effort

and quicker skilled terms as automaticity. According to Bofferding, Aqazade, and Farmer

(2017), mathematics fact fluency is an area that demands more emphasis and attention in

mathematic instruction. Similar to the decoding techniques employed in the reading skills,

Codding et al. (2019) opine that learners are required to be taught techniques that heighten their

mathematic fact fluency, especially during their early years in school. Additionally, Justicia‐

Galiano et al. (2017) posit that if learners find it challenging to remember math facts, they are

likely to find other mathematical topics too complicated and challenging and ultimately give up

due to the development of anxiety when handling mathematical equations that they regard

strenuous.

Basic fact fluency is an essential element in the development of mathematics skills

because of its greatest significance for successful independent living. Besides, Gervasoni,

Giumelli, and McHugh (2017) opines that this skill offers the basis for applications that relate to

problem solving, money, and time. The study by Bofferding, Aqazade, and Farmer (2017)

suggests that individuals without automaticity for fundamental facts tend to least understand the

underlying mathematical concepts because they are unable to simultaneously handle many tasks,

especially where these assignments are complicated. Besides, the research by Bofferding,

Aqazade, and Farmer (2017) shows that learners with specific learning disabilities often exhibit

minimal computation fluency, which becomes inherent in learners with mathematic disabilities.

Therefore, poor computation fluency precipitates difficulties in mathematics. However,

Shumway and Jordan (2018) posit that some educators use computer-based games to foster the

interest of learners in exercising the mathematics facts without knowing it is work. Also, the use

of manipulative aid in increasing the learner’s fluency.

Intervention: Mathematics fact fluency

Alptekin (2019) investigated the impact of Cover-Copy-Compare interventions in

improving the fluency level in basic multiplication facts of the learner with low performance in

mathematics. This study establishes that the application of the CCC strategy is effective in

heightening the fluency levels of the leaner in basic multiplication operations in multiple sets

suggesting a positive impact of the techniques on the overall performance level. Similarly,

Bofferding, Aqazade, and Farmer (2017) suggest a need to assist students in developing an early

understanding of the differences between negative and positive numbers as well as how they

impact operations. Differentiating cases is a more significant instructional tool to aid learners

concentrates on more significant structural features in operations as well as grant learners access

to new solution methods or new problems. In this regard, early understanding of mathematical

facts and concepts is a key determinant of the learner’s performance in other aspects of their life.

The study by Thiele et al. (2019) demonstrates the utilization of computational

fluency as a parameter to gauge proficiency and accuracy while incorporating the analyses of

reasoning strategies of students. Similarly, Hensley, Rankin, and Hosp (2017) establish that the

computational fluency of children and techniques are pointers to the performance of more

sophisticated arithmetic tasks. Additionally, technology can be used to train for fluency as well

as the generalization of mathematics facts. According to Greene, Tiernan, and Holloway (2018),

generalization of the fluency of math facts is crucial for transferring skills to different formats

and settings, helping the learners to complete more complicated and varied math roles. In this
regard, mobile applications and other forms of classroom methodology offer students with

multiple stimuli and responses to foster fluency and high math facts generalization.

Numerous learning centers are considering the response-to-intervention decision-

making model to help in the learning process and as the strategy to identify learners as learning

disabled. According to Bofferding, Aqazade, and Farmer (2017), a study on interventions to

build fluency shows that practice is a crucial active ingredient, whereby some fluency

researchers propose the allocation of over 70% of the instructional time on practice activities.

The utilization of mathematics-practice activities, especially with learners that exhibit difficulties

in mathematics, will have a profound impact on the overall outcome.

Different instructors use varying instructional approaches to improve the learners’

scores via improved math facts fluency. According to Tiernan and Holloway (2018), rote

memorization aids students in attaining mastery of math facts via practice and drill. Learners

practice this skill repeatedly until they fully comprehend the concept. Hensley, Rankin, and Hosp

(2017) opine that this form of writing facts and drilling facts may emerge as an effective

approach towards the attainment of math fluency. Greene and Holloway (2018) highlighted the

adoption of modern technology, including computer-based software, aids learners’ fluency in

basic math facts. The study by Greene, Tiernan, and Holloway (2018), demonstrates that

computers positively impact the score of the learner in numerous curricular areas, particularly in

mathematics, because their usage offers learners a platform to investigate mathematical ideas.

Although the experts downplay the best of delivering mathematical instructions,

they acknowledge that the absence of the retrieval of math facts tends to decrease participation in

online class discussions, minimize the growth of daily life skills and success in the problem-

solving process. According to Tiernan and Holloway (2018), educators are investigating more
regarding what is needed by the learner to foster the acquisition of basic mathematics facts.

Therefore, understanding the meaning carried by the numbers is tenable via practicing fluent

recall of facts. The early learners ought to know the representation of numbers is the stepping

stone for understanding sophisticated roles of higher mathematics. Increasing the fluency of

math facts is, therefore, the best strategy to improve the performance of children.

Chapter 3: Method

The research will be conducted using a math fact fluency assessment. This data

collection method would be in the shape of a fluency probe. There would be a list of

several procedural problems for students to complete during a 1-minute time interval. The

responses collected would give me quantitative data on student outcomes. In previous

courses in my program for Instructional Design, I began researching literature regarding

math fact fluency. After looking into the field of scholarly articles around elementary

math, I have narrowed down my research problem to "math fact fluency in first grade

students." Since I am my building's math school based teacher leader, math fact fluency

directly pertains to my job. I was able to expand my knowledge of fact fluency and

curriculum based measures and how they both interact with each other while exploring the

articles I selected.

Participants

The participants of this study are 15 students in an urban Philadelphia School.

Currently, our first grade enrollment population is 67 students. The students randomly

selected In first grade are between the ages of six and seven. The study will be conducted

in the participants' school, Thurgood Marshall Elementary School. The school is a Title

One school in Learning Network 7 belonging to the School District of Philadelphia.

 The initial probe is designed to measure entry level math fact fluency for addition

facts to ten. Students will be given a fluency probe. A timer will be set for one minute.

Students will orally answer as many questions in the one minute testing window. After

five seconds of silence, the students will be prompted to move on to the next question.

After initial data collection, students will undergo a three week unit of quality tier 1

instruction provided by math expressions curriculum as well as an opportunity to meet

once-weekly for small group instruction. In small group instruction, students will use a

virtual supplemental curriculum named i-Ready. After the unit, students will then retake

the fluency measure In order to compare intervention results.

Ethical Issues

For the sake of this proposal, informed consent will be required for each

student to participate in this study. Parents of the participants will receive a letter detailing

the intent and purpose of the study. Parents will be notified that the study is around math

fact fluency. The letter will also describe that this research requires little of students, only

completing math probes and the results of said probes collected anonymously. There are

no risks or costs to go over with parents. I would also include the benefits of participating

in this study as it can possibly increase math fact fluency and directly correlate to higher

grades or better achievement.

In said letter, I would further describe the anonymity of their students’

participation in the study. I would share to parents that all students who participate in the

study will be confidential. No names or other identifying information will be used to

report or discuss data. The only artifacts collected will be that of fluency probes or other

quantitative findings.
First Grade Addition Up To 10 Fact Fluency Probe
 Directions:

The proctor will greet the student in a quiet environment. The proctor will then tell

the student that they will be telling the proctor the answer to as many addition problems

that they can do in one minute. The proctor will ask if there are any questions. The test

will begin once the proctor places the probe in front of the participant and begins the

timer. The proctor will have their own copy and will be following along with the

participant. The proctor will put a strike through any problems orally answered

incorrectly. The proctor will bracket around the last problem the student attempts. The

proctor will thank the participant and say good job to them.
 References

Alptekin, S. (2019). The Effect of Cover-Copy-Compare Interventions to Enhance Fluency in

Basic Multiplication Facts of a Student with Low Performance in Math. Çukurova

University. Faculty of Education Journal, 48(2), 960-993

Baker, A., & Cuevas, J. (2018). The Importance of Automaticity Development in

Mathematics. Georgia Educational Researcher, 14(2).

https://doi.org/10.20429/ger.2018.140202

Berrett, A. N., & Carter, N. J. (2018). Imagine math facts improves multiplication fact fluency in

third-grade students. Journal of Behavioral Education, 27(2), 223-239.

Bofferding, L., Aqazade, M., & Farmer, S. (2017). Second Graders’ Integer Addition

Understanding: Leveraging Contrasting Cases. North American Chapter of the

International Group for the Psychology of Mathematics Education.

Codding, R. S., Volpe, R. J., Martin, R. J., & Krebs, G. (2019). Enhancing mathematics fluency:

Comparing the spacing of practice sessions with the number of opportunities to respond.

School Psychology Review, 48(1), 88-97.

Foster, C. (2018). Developing mathematical fluency: comparing exercises and rich

tasks. Educational Studies in Mathematics, 97(2), 121-141.

Gervasoni, A., Giumelli, K., & McHugh, B. (2017). The Development of Addition and

Subtractions Strategies for Children in Kindergarten to Grade 6: Insights and

Implications. Mathematics Education Research Group of Australasia

Greene, I., Mc Tiernan, A., & Holloway, J. (2018). Cross-age peer tutoring and fluency-based

instruction to achieve fluency with mathematics computation skills: A randomized

controlled trial. Journal of Behavioral Education, 27(2), 145-171

Greene, I., Mc Tiernan, A., & Holloway, J. (2018). Cross-age peer tutoring and fluency-based

instruction to achieve fluency with mathematics computation skills: A randomized

controlled trial. Journal of Behavioral Education, 27(2), 145-171.

Hensley, K., Rankin, A., & Hosp, J. (2017). Comparing student performance on paper-and

computer-based math curriculum-based measures. Assistive Technology, 29(3), 140-145.

Justicia‐Galiano, M. J., Martín‐Puga, M. E., Linares, R., & Pelegrina, S. (2017). Math anxiety

and math performance in children: The mediating roles of working memory and

mathself‐concept. British Journal of Educational Psychology, 87(4), 573-589.

Martin, R. J., Codding, R. S., Collier-Meek, M. A., Gould, K. M., DeFouw, E. R., & Volpe, R. J.

(2019). Examination of a parent-mediated detect, practice, and repair procedure to

improve math fact fluency. School Psychology Review, 48(4), 293-308.

Rich, S. E. H., Duhon, G. J., & Reynolds, J. (2017). Improving the generalization of computer-

based math fluency building through the use of sufficient stimulus exemplars. Journal of

Behavioral Education, 26(2), 123-136.

Shumway, J. F., & Jordan, K. E. (2018). Understanding Students’ Computational Fluency:

Synechistically Using Test Scores and Interviews for a Richer Picture. International

Journal for Mathematics Teaching and Learning, 19(2), 159-175.

Thiele, C., Dole, S., Carmichael, P., Simpson, J., & O’Toole, C. (2019). Teaching Number Fact

and Computational Fluency: Teachers’ Perceptions and Impact upon Practice.

Mathematics Education Research Group of Australasia.

Whitney, T., Hirn, R. G., & Lingo, A. S. (2016). Effects of a mathematics fluency program on

mathematics performance of students with challenging behaviors. Preventing School

Failure: Alternative Education for Children and Youth, 60(2), 133-142.