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Direct linkAdams, Sarah R.; Maki, Kathrin E. – Journal of Applied School Psychology, 2020
A large number of students demonstrate difficulty acquiring and retaining math facts highlighting the need for early math intervention. This study used a single-case cumulative acquisition design to examine the differential effectiveness and efficiency of three drill interventions, incremental rehearsal (IR), incremental rehearsal with visual…
Descriptors: Multiplication, Intervention, Drills (Practice), Retention (Psychology)
Peer reviewedBaroody, Arthur J. – Learning and Instruction, 1993
Using R. S. Siegler's retrieval-required task, 19 male and 22 female third graders were examined before they had been introduced to multiplication in school. Examination of error patterns suggests that the basic assumptions of the distribution-of-associations model need to be tested directly and that the retrieval-required task confounds retrieved…
Descriptors: Cognitive Development, Elementary Education, Elementary School Students, Error Patterns
Mich, Peter T.; Nardine, Frank E. – 1986
Recall of multiplication number facts is a major educational objective in elementary grades, yet some children never acquire total mastery. A microcomputer multiplication number facts training program was developed which incorporated programmed instructional features including feedback, positive reinforcement, vanishing, branching and pairing.…
Descriptors: Basic Skills, Computer Oriented Programs, Drills (Practice), Educational Research
