Abstract

A large number of students demonstrate difficulty acquiring and retaining math facts highlighting the need for early math intervention. This study used a single-case cumulative acquisition design to examine the differential effectiveness and efficiency of three drill interventions, incremental rehearsal (IR), incremental rehearsal with visual representations (IRR), and traditional drill (TD) for teaching multiplication facts to three third-grade students with multiplication difficulties in a school setting. Results were mixed regarding intervention effectiveness as little differentiation was evident in students’ cumulative next day multiplication fact retention across the three intervention conditions. Students made significantly more errors in the TD condition and maintained the most multiplication facts one week after the interventions in the IR condition. TD was the most efficient intervention as students retained the most multiplication facts per instructional minute in this condition, with the IR conditions requiring significantly more time to implement than the TD condition. Implications for intervention practices and future research are discussed.

摘要

大量学生表现出难以获取和保留数学事实，这突出了早期数学干预的必要性。本研究使用单案例累积采集设计来检查三种演练干预的不同有效性和效率，增量演练 (IR)、视觉表示增量演练 (IRR) 和传统演练 (TD) 向三分之一教授乘法事实- 在学校环境中有乘法困难的年级学生。关于干预有效性的结果喜忧参半，因为学生在三个干预条件下的累积第二天乘法事实保留方面几乎没有明显差异。学生在 TD 条件下犯的错误明显更多，并在 IR 条件下干预后一周保持最多的乘法事实。TD 是最有效的干预，因为在这种情况下，学生每教学分钟保留最多的乘法事实，IR 条件比 TD 条件需要更多的时间来实施。讨论了对干预实践和未来研究的影响。