Date of Award
2012
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Abraham S. Fischler College of Education
Advisor
Timothy Shields
Committee Member
Verona McCarthy
Committee Member
Ronald P. Kern
Keywords
active learning, addition facts, basic math facts, charter schools, daily flash card drills, elementary school, Grade 1, Grade 2, intervention program, mathematical computation, mathematics, mathematics skills, memorization, parent involvement, professional development, retention, speed of recognition, student achievement, systems-thinking theory, thinking skills, teaching strategies
Abstract
This applied dissertation was designed to provide better access to information for the students and staff in an elementary school regarding acquisition and retention of basic addition math facts. Teaching techniques and strategies were explored that would enable elementary students to master essential skills in mathematics.
By the end of the first semester in Grade 1, learners must demonstrate knowledge of basic mathematic facts, especially in addition. Learners are subjected to diversified instruction where schools strive to teach a wide variety of subject materials rather than focus on basic skills and mastery. The result is broader student awareness of many different mathematical concepts; consequently, the students grasp a myriad of broad concepts without a mastery of basic mathematic facts. Basic mathematic fact mastery is defined as the learner’s ability to recognize and solve simple single-digit addition problems in order to solve equations and more complex functions in the higher levels of mathematics.
In the study school there were deficiencies in Grade 1 and Grade 2 learners knowing and retaining mathematic addition facts. Regular classroom instruction in Grade 1 and Grade 2 required students to already know addition mathematic facts. Teachers were often unable to give individual attention to assist students in their memorization of addition facts.
The writer developed a flash card intervention program of daily mathematic facts in addition. The resources included systems-thinking theory. Daily flash card drill sessions were provided to students. Learners had an opportunity to commit addition facts to memory by the experience of active learning. The purpose was to address the needs of the students as they developed skills necessary to build a foundation in mathematic computation. The environment of the charter school was examined for possible impact in the study.
After the flash card treatment, the students improved their recognition and speed of basic math facts. Teachers and parents responded with positive agreement concerning the changes and consequent increased student achievement. Results were shared with teachers of the elementary school and school administration personnel as a resource for professional development.