The current study investigates the effects of a fact family fluency intervention on math facts fluency and quantitative reasoning. Sixty-three students in Grades 5–8 participated in the study, including 14 students receiving special education services and 15 students receiving additional support. The researchers employed a quasi-experimental, switching replications design that included three waves of assessment. The first group to receive intervention achieved statistically significant gains in performance on both math facts fluency and quantitative reasoning. The second group then received intervention and demonstrated a similar performance. Implications of the current findings and potential directions for future research are discussed.

当前的研究调查了事实家庭流利性干预对数学事实流利性和定量推理的影响。5-8年级的六十三名学生参加了研究，其中包括接受特殊教育服务的14名学生和接受额外支持的15名学生。研究人员采用了一种准实验的，切换式复制设计，其中包括三波评估。在数学事实流利度和定量推理方面，第一组接受干预的组在绩效上取得了统计学上的显着提高。然后第二组接受干预并表现出相似的表现。讨论了当前发现的含义和未来研究的潜在方向。