scholarly journals Special Needs Student Developing Automaticity With Multiplication Facts Six to Nine

2021 ◽  
Vol 9 (12) ◽  
pp. 221-237
Author(s):  
Estella De Los Santos
Keyword(s):  
Ninth Grade ◽  
Multiple Baseline ◽  
Grade Student ◽  
Baseline Design ◽  
Multiplication Facts ◽  
Flash Cards ◽  
Elementary Years ◽  
Basic Understanding ◽  
Ninth Grade Student ◽  
Over Time

In previous studies, the student used skip counting and her hands to recall [1] all the multiplication facts for the ones to fives and also gained automaticity [2] for the ones to fives facts. In the current study the ninth-grade student was able to memorize the multiplication facts (0 to 10) for the sixes to nines and gained automaticity with 80% accuracy. The overall goal of the current study was to improve the student’s automaticity of multiplication facts (0-10) for the sixes through nines, such as 6 x 7 = 42. The student had been taught multiplication concepts in her elementary years and she has a basic understanding of the meaning of multiplication facts as shown in the previous studies.  She understood that 6 x 7 is a representation of six sets of seven or 7 + 7 + 7 + 7 + 7 + 7 = 42.  The student had previously used skip counting and flash cards with illustrations of the multiplication facts to memorize the facts. In the current study a multiple baseline design was used to measure the acquisition of fluency of multiplication facts over time. The student was able to develop automaticity with 80% accuracy by giving the solution within 3 seconds for all of the facts (0-10) for the sixes through nines.

scholarly journals Helping a Student with Learning Disabilities Develop Automaticity with Multiplication Facts

2020 ◽  
Vol 8 (7) ◽  
pp. 106-122
Author(s):  
Estella De Los Santos
Keyword(s):  
Learning Disabilities ◽  
Multiple Baseline ◽  
Grade Student ◽  
Baseline Design ◽  
Eighth Grade Student ◽  
Multiplication Facts ◽  
Flash Cards ◽  
Elementary Years ◽  
Basic Understanding ◽  
Over Time

An eighth-grade student, was able to memorize multiplication facts (0 to 10) for the zeroes to fives with 100% accuracy. In a previous study [1] the student used skip counting and her hands to recall all the facts for the ones to fives. The overall goal of the current study was to improve the student’s automaticity of multiplication facts (0-10) for the ones through fives, such as 4 x 6 = 24. The student had been taught multiplication concepts in her elementary years and she did have a basic understanding of the meaning of multiplication facts as shown in the previous study.  She understood that 4 x 6 is a representation of four sets of six or 6 + 6 + 6 + 6 = 24.  The student had used skip counting and flash cards with illustrations of the multiplication facts to memorize the multiplication facts. In the current study a multiple baseline design was used to measure the acquisition of fluency of multiplication facts over time. The student was able to develop automaticity with 80% accuracy by giving the solution within 3 seconds for all of the facts (0-10) for the ones through fives.

The Use of Email to Coach Early Childhood Teachers

2018 ◽  
Vol 40 (3) ◽  
pp. 212-228 ◽  
Author(s):  
Erin E. Barton ◽  
Elizabeth A. Pokorski ◽  
Stephanie Gossett ◽  
Erin Sweeney ◽  
Jia Qiu ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Teachers ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Target Behaviors ◽  
Sustained Use ◽  
Recommended Practices ◽  
Inclusive Early Childhood ◽  
Over Time

The purpose of this study was to evaluate the use of performance-based feedback (PF) delivered via email on early childhood teachers’ sustained use of recommended practices within inclusive early childhood classrooms. A multiple baseline design across behaviors was replicated across three teachers to examine the relation between PF delivered via email and teachers’ use of target recommended practices across settings, over time, and during covert observations. Results indicated PF delivered via email was an effective method for increasing teachers’ use of target behaviors; however, generalization and maintenance varied across teachers.

Morgan's Theorem

1996 ◽  
Vol 89 (5) ◽  
pp. 420-423
Author(s):  
Tad Watanabe ◽  
Robert Hanson ◽  
Frank D. Nowosielski
Keyword(s):  
Science Education ◽  
Ninth Grade ◽  
Grade Student ◽  
Ninth Grade Student ◽  
Mathematics And Science Education ◽  
Mathematics And Science ◽  
Mathematics Department

A ninth-grade student was the featured speaker at a special mathematics colloquium at Towson State University's Mathematics Department and the Center for Mathematics and Science Education in May 1994. A colloquium in the mathematics department was nothing unusual, but the age of the speaker distinguished this one. In this article, we describe what made the colloquium so intriguing and the subsequent activities it generated.

scholarly journals The relationship of emic model derived resiliency attributes to ninth grade student total core subject courses passed in an urban high school as viewed through the RDYM

2012 ◽  
Author(s):  
◽  
Tyrone M. Jr. Bates
Keyword(s):  
High School ◽  
Ninth Grade ◽  
Grade Student ◽  
Core Subjects ◽  
Core Subject ◽  
Ninth Grade Student ◽  
Ninth Grade Students ◽  
Relationship Of ◽  
Intelligent Planning ◽  
The Relationship

The variables positively supporting urban student matriculation through high school remain unclear as one moves from one context to another. Furthermore, attributes that positively influence urban ninth grade student matriculation through high school are equally unclear. The purpose of this non- experimental archival data based study was to determine the extent to which emic derived resiliency score correlates to the number of core subjects passed of ninth grade students in one urban Kansas high school. The study found that urban ninth grade students resilience and the number of core subjects passed were weakly correlated, urban however ninth grade student ethnicity did have a significant level of variance in the construct of intelligent planning. These findings suggested that resilience is not a factor when looking at factors that contribute to the number of core subjects passed by urban ninth grade students.

Predictable Generalization in Academic Learning as a Result of Preskills and Strategy Training

1981 ◽  
Vol 4 (2) ◽  
pp. 203-216 ◽  
Author(s):  
John Lloyd ◽  
Nancy J. Saltzman ◽  
James M. Kauffman
Keyword(s):  
Strategy Training ◽  
Multiple Baseline ◽  
Academic Learning ◽  
Baseline Design ◽  
Fine Grained ◽  
Rapid Acquisition ◽  
Multiplication Facts ◽  
Dependent Variables ◽  
Division Problems ◽  
Instructional Session

The effects of Preskills and Strategy Training were assessed on acquisition of basic multiplication and division skills. In Experiment 1, four boys were first taught preskills for a set of multiplication facts. Preskills alone did not enable children to perform multiplication tasks correctly. When subjects were taught a strategy for using the preskills, they were able to solve problems for which they received the Strategy Training; correct performance generalized to problems for which the preskills but not the strategy had been taught. A multiple-baseline (across subjects) design showed that these effects were reliable. Following Strategy Training each child was given partial Preskill Training for those multiplication facts for which neither Preskills nor Strategy Training had been provided. The children used the preskills to solve the problems correctly. Experiment 2 replicated and extended the findings of Experiment 1 to division and provided a more fine-grained analysis of Strategy Training effects. A novel multiple-baseline design (across subjects) was used in which Strategy Training was introduced successively to three children within a single instructional session lasting 110 minutes, with probes (multiplication and division facts) administered about every nine minutes providing the dependent variables. None of the children completed the division problems correctly during baseline probes. However, they all acquired division skills when taught a strategy. The results of both experiments demonstrate the importance of Preskills Training and the effectiveness of Strategy Training. The results of Experiment 1 showed that generalization across tasks can be predicted when preskills and a strategy are provided; the results of Experiment 2 showed that rapid acquisition of related learning can be obtained by teaching a related strategy.

scholarly journals The Improvement of Civics Learning Achievement Through Cooperative Learning Model With Group Investigation type

2019 ◽  
Author(s):  
Muhajir
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Ninth Grade ◽  
Average Score ◽  
Learning Tools ◽  
Grade Student ◽  
The Subject ◽  
Ninth Grade Student ◽  
Very High ◽  
Planning Action

This research was a classroom action research that began with the development of learning tools. The research was conducted in two (2) cycles. Each cycle consisted of four phases: planning, action, observations and reflection. The purpose of this research was the application of alternative learning, which was not monotonous in order to improve students’ Civics learning outcomes. Additionally, it was produced learning tools consisting of a syllabus, lesson plans using cooperative learning with Group Investigation type. The subject of this research was the ninth grade student of SMPN 21 Makassar, with the number of students 27 consisting of 10 men and 17 women. The results showed that in the first cycle, only five students or 29.41% from 17 students who met the minimum completeness criteria (KKM) with the average score obtained for 56.47 or middle category. While on the second cycle,13 students or 76.47% from 17 students met the minimum completeness criteria (KKM) with the average score obtained for 86.67 which was at very high category.

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