Research Article

Developing math automaticity using a classwide fluency building procedure for middle school students: A preliminary study

  1. Philip K. Axtell1,*,
  2. R. Steve McCallum1,
  3. Sherry Mee Bell1,
  4. Brian Poncy2

Article first published online: 13 MAY 2009

DOI: 10.1002/pits.20395

Issue

Psychology in the Schools

Psychology in the Schools

Volume 46, Issue 6, pages 526–538, July 2009

Additional Information

How to Cite

Axtell, P. K., McCallum, R. S., Mee Bell, S. and Poncy, B. (2009), Developing math automaticity using a classwide fluency building procedure for middle school students: A preliminary study. Psychol. Schs., 46: 526–538. doi: 10.1002/pits.20395

Author Information

  1. 1

    University of Tennessee, Knoxville

  2. 2

    Oklahoma State University, Stillwater

*Cherokee Health Systems, School Psychology Department, 1923 Sulphur Springs Road, Morristown, TN 37813

Publication History

  1. Issue published online: 8 JUN 2009
  2. Article first published online: 13 MAY 2009

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Abstract

To investigate the influence of an innovative math fluency intervention, 36 middle-school students were randomly assigned to either an experimental (the Detect, Practice, Repair [DPR]) or control condition (reading intervention). After covarying pretest scores, the DPR treatment produced a significantly higher (p = .016) adjusted mean (M) math score (M = 47.53, standard deviation [SD] = 3.26) for the intervention group when compared to the control group (M = 33.31, SD = 4.39). The intervention is described so that teachers and consulting school psychologists can implement the steps for individuals or groups (e.g., in a multitiered response to intervention model). © 2009 Wiley Periodicals, Inc.

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