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Does Multi-Component Strategy Training Improve Calculation Fluency Among Poor Performing Elementary School Children?

Tuire K Koponen1,2, Riikka Sorvo3, Ann Dowker4

  • 1Faculty of Education and Psychology, University of Jyväskylä, Jyväskylä, Finland.

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Summary
This summary is machine-generated.

Elementary students with poor math calculation fluency improved significantly with strategy training. This math intervention enhanced addition fluency and strategy use, with lasting effects observed over five months.

Keywords:
calculation fluencycalculation strategiesderived factinterventionmathematical learning difficulties

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Area of Science:

  • Mathematics Education
  • Cognitive Psychology
  • Educational Intervention

Background:

  • Children with poor calculation fluency often rely on less efficient counting strategies.
  • Previous interventions show promise but integrating factual, conceptual, and procedural knowledge is key.
  • Understanding strategy shifts is crucial for effective math interventions.

Purpose of the Study:

  • To assess the impact of derived fact strategy training on calculation fluency in elementary students.
  • To investigate changes in strategy use frequency following an integrative arithmetic framework.
  • To examine the long-term effects of the intervention on addition fluency.

Main Methods:

  • A quasi-experimental design involving 69 second to fourth graders with calculation fluency issues.
  • A 12-week intervention program with group strategy training and basic skill practice.
  • Pre-, post-, and 5-month follow-up assessments to evaluate fluency and strategy changes.

Main Results:

  • Children in the intervention group showed significant improvement in addition fluency compared to control groups.
  • The gains in addition fluency were maintained at the 5-month follow-up.
  • Intervention participants increased their use of fact retrieval and derived strategies, decreasing counting-based methods.

Conclusions:

  • Integrative strategy training effectively improves addition fluency in elementary students with dyscalculia.
  • The intervention promotes a shift towards more advanced calculation strategies.
  • While addition fluency is maintained, further development requires continued practice beyond the intensive program.