This study employed an alternating treatments design to compare the effects of two types of practice conditions on the subtraction fact fluency in a fifth-grade classroom. Eight, fifth-grade students participated in the study over a 5-week intervention period practicing addition and subtraction facts in a “fact families” condition (A + S) and only subtraction facts in the second condition (S only) delivered using a math app on an iPad^®. Results showed seven out of eight students improved their overall subtraction fact fluency and surpassed expected growth rates. Performance was greater for the majority of students when facts were presented in the S only condition in comparison to facts presented in A + S condition. Despite making substantial gains, only four out of eight students were able to move from frustration level to instructional levels with the intervention. The discussion focuses on the procedural and conceptual knowledge of math instruction and the benefits and implications of using the iPad^® to supplement math instruction.

本研究采用交替处理设计，以比较两种练习条件对五年级课堂减法事实流利性的影响。八名五年级学生在为期5周的干预期内参加了该研究，他们在“事实家庭”条件下（A + S）练习加法和减法事实，而在第二条件下（仅S）使用数学方法进行减法事实练习应用程序在iPad ^®。结果显示，八分之七的学生提高了整体减法事实的流利程度，并超过了预期的增长率。当事实仅在S条件下呈现时，与在A + S条件下呈现的事实相比，大多数学生的表现都更好。尽管取得了很大的进步，但八分之四的学生在干预的帮助下能够从挫折感转变为教学感。讨论集中在数学教学和好处和使用iPad的影响的程序性和概念性知识^®来补充算术指令。