Engaging Mathematics Games vs. Flashcards Improving the Mathematics Fact Fluency of First Grade Students
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2017-07-17
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Masters of Education
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Abstract
The purpose of this study was to determine whether a mathematics flashcard or mathematics fact game intervention group would increase the mathematics fact fluency in students who needed mathematics fact intervention. The null hypothesis was that there would be no difference in achievement on mathematics fact fluency assessment scores for the flashcard group, and the game group of first grade students who need mathematics fact intervention. The null hypothesis was supported based on the results of this study. Both groups showed improvement even though there wasn’t a significant difference between the rates of growth in each group. A pre- and post-test was used to determine student achievement and analyze data.