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Efficacy of Two Mathematics Interventions for Enhancing Fluency with Elementary Students

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Abstract

An alternating treatments design was used to evaluate two curriculum-based mathematics interventions designed to enhance fluency with three elementary school students. Results indicate that both the Math to Mastery (MTM) intervention and the Cover, Copy, Compare (CCC) intervention were effective at increasing mathematics fluency, as measured by digits correct per min, for all students. However, MTM was more effective than CCC for two of the three students. Follow-up data taken 6 and 18 days following termination of the intervention phase indicated that all participants achieving mastery performance maintained mastery levels across both interventions.

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Authors and Affiliations

  1. Department of Psychology, The University of Southern Mississippi, Long Beach, MS, USA

    Michael D. Mong

  2. School Psychologist, Mong Psychological Associates, Gulfport, MS, USA

    Kristi W. Mong

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  1. Michael D. Mong
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  2. Kristi W. Mong
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Correspondence to Michael D. Mong.

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Mong, M.D., Mong, K.W. Efficacy of Two Mathematics Interventions for Enhancing Fluency with Elementary Students. J Behav Educ 19, 273–288 (2010). https://doi.org/10.1007/s10864-010-9114-5

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  • DOI: https://doi.org/10.1007/s10864-010-9114-5

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