Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Theoretical Frameworks for Math Fact Fluency

  • Katherine Arnold (Author) Liberty University image/svg+xml
    Katherine Arnold, Ed.S is currently a doctoral candidate at Liberty University. She is employed by the Douglas County School System in Douglasville, Ga., as an education evaluator and system resource teacher for students with intellectual disabilities. Katherine Arnold, Ed.S has worked in special education in various capacities for the past 25 years. Her current interests include alternate assessments, issues in special education, and investigations into the utility of formative education assessments.
DOI
https://doi.org/10.64546/jaasep.186
Abstract
Recent education statistics indicate persistent low math scores for our nation’s students. This drop in math proficiency includes deficits in basic number sense and automaticity of math facts. The decrease has been recorded across all grade levels with the elementary levels showing the greatest loss (National Center for Education Statistics, 2009). The purpose of this paper is to use Vygotsky’s sociocultural theory as a framework to discuss the benefits of peer assisted drill and practice for math fact fluency. One basic aspect of this theory centers on the contention that cognitive growth and development can be promoted in less capable peers if they are given opportunities to interact with more capable peers (Vygotsky, 1978). In addition, the delivery and effectiveness of computer assisted drill and practice will be discussed within the context of the Information Processing Theory. These theories are based on the assumption that cognitive manipulation of input must precede its release as output (Miller, 2011). The theory is based on a model much like a computer. Through a review of literature and current research, the two methods of math practice will be compared and contrasted.
Keywords
Educational Technology, Teaching Methods, Mathematics Instruction, Mathematics Skills, Literature Reviews, Peer Teaching
References

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There are 15 references in total.
How to Cite
Arnold, K. (2012). Theoretical Frameworks for Math Fact Fluency. Journal of the American Academy of Special Education Professionals, 7(3), 28-33. https://doi.org/10.64546/jaasep.186

Fall 2012

Article Information

  • Article Type Articles
  • Submitted August 10, 2012
  • Published October 15, 2012
  • Issue Fall 2012
  • Section Articles
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