A comparison of behavioral and constructivist interventions for increasing math-fact fluency in a second-grade classroom

2010 ◽  
Vol 47 (9) ◽  
pp. 917-930 ◽  
Author(s):  
Brian C. Poncy ◽  
Elizabeth McCallum ◽  
Ara J. Schmitt
Keyword(s):  
Second Grade ◽  
Math Fact Fluency ◽  
Fact Fluency ◽  
Grade Classroom

Evaluating Generalization of Addition-Fact Fluency Using the Taped-Problems Procedure in a Second-Grade Classroom

2011 ◽  
Vol 20 (3) ◽  
pp. 203-220 ◽  
Author(s):  
Kelli C. Miller ◽  
Christopher H. Skinner ◽  
Lana Gibby ◽  
Charles E. Galyon ◽  
Sadonya Meadows-Allen
Keyword(s):  
Second Grade ◽  
Taped Problems ◽  
Fact Fluency ◽  
Grade Classroom

A Pathway for Mathematical Practices

2013 ◽  
Vol 19 (6) ◽  
pp. 354-362 ◽  
Author(s):  
Melanie Wenrick ◽  
Jean L. Behrend ◽  
Laura C. Mohs
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Second Grade ◽  
Core State ◽  
Mathematical Practices ◽  
Grade Classroom ◽  
Nctm Process Standards

See how the NCTM Process Standards in action integrate Common Core State Standards in a second-grade classroom.

scholarly journals Lessons Learned From a Rural Classroom Study: Transitioning From Concrete to Virtual Manipulatives to Teach Math Fact Fluency to Students With Learning Disabilities

2021 ◽  
Vol 3 (1) ◽  
pp. 42-68
Author(s):  
Matthew Kabel ◽  
Jiyung Hwang ◽  
Jiwon Hwang
Keyword(s):  
Rural Areas ◽  
Lessons Learned ◽  
Virtual Manipulatives ◽  
Learning And Teaching ◽  
Use Of Technology ◽  
Math Fact Fluency ◽  
Fact Fluency ◽  
Classroom Study ◽  
Carry Over ◽  
The Many

As the use of technology has become more prevalent within the educational environment over the past decade, the emergence of the use of virtual manipulatives to support student learning in math has made transitioning to technology-infused math instruction unavoidable. Students in rural areas, however, have tended to receive far less technology-infused instruction due to the many challenges faced by rural schools that can adversely affect academic opportunities and disrupt equity in learning and teaching. In the current paper, we report on a classroom study conducted to examine whether the previously proven effects of concrete manipulatives can carry over into those of virtual manipulatives when teaching math fact fluency in multiplication and explored the potential for virtual manipulatives in rural classrooms from the teacher’s perspective.  Quantitative and qualitative results both indicated a promising potential for usage of virtual manipulatives, with meaningful implications for practitioners. The educational implications for designing and planning effective instruction incorporating virtual manipulatives are discussed.

Thomas the Writer

1995 ◽  
Vol 26 (1) ◽  
pp. 11-20 ◽  
Author(s):  
Doreen M. Blischak
Keyword(s):  
Literacy Development ◽  
Augmentative And Alternative Communication ◽  
Literacy Skills ◽  
Vision Impairment ◽  
Second Grade ◽  
Language And Literacy ◽  
Alternative Communication ◽  
Central Vision ◽  
Grade Classroom

A case study is presented to describe the development of augmentative and alternative communication (AAC) and literacy skills by a 9-year-old child, Thomas, who has quadriplegic cerebral palsy and a central vision impairment. Thomas’s development and progress from birth to second grade is chronicled. Development and use of his AAC system also is described, along with activities for language and literacy development and his inclusion in a second grade classroom.

Improving Parent-Teacher Communication through Recorded Telephone Messages: Systematic Replication in a Special Education Classroom

1981 ◽  
Vol 4 (3) ◽  
pp. 11-19 ◽  
Author(s):  
William L. Heward ◽  
Judith E. Chapman
Keyword(s):  
Special Education ◽  
Communication System ◽  
Second Grade ◽  
Teacher Communication ◽  
Spelling Performance ◽  
Systematic Replication ◽  
System 2 ◽  
Reversal Design ◽  
Message System ◽  
Grade Classroom

Six students in an elementary special education classroom served as subjects in a study conducted to evaluate the effects of a parent-teacher communication system which used a daily recorded telephone message as a communications link between parents and the students' teacher. An ABAB reversal design was used to determine 1) if parents would use the system; 2) if inclusion of the next day's spelling words would increase students' performance on in-class spelling tests; and 3) if parents would comply with teacher requests made via the recorded messages. Results of the experiment show the system was used regularly, three of the six students' spelling performance improved as a function of the message system, and families complied with recorded teacher requests at a higher rate than when those requests were made by sending a note home with the child. This study extends to the special education classroom the findings of a similar experiment conducted in a regular second grade classroom.

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