The Effects of Participation in a Math Fact Fluency Intervention on Curriculum Based Mathematics Assessments
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The purpose of this study was to determine whether participation in a math fact fluency intervention would impact student performance on curriculum-based mathematics assessments for selected fourth grade students in Anne Arundel County Public Schools (AACPS). The measurement tool used was AACPS grade four District Assessment 1 and Mid-Year Assessment. This study utilized a pretest/posttest design to compare data from September 2014 to January 2015. Although participating students did not demonstrate gains in score from pre to post testing, these students did demonstrate statistically significant growth in proficiency levels described as basic, proficient, and advanced. Further research is needed to determine if student participation in a math fact fluency program will increase math achievement.