Effects of Digital-Based Math Fluency Interventions on Learners with Math Difficulties: A Review of the Literature

Authors

Lauren E. Cozad, The Pennsylvania State University
Paul J. Riccomini, The Pennsylvania State University

Abstract

Mathematical proficiency serves as a foundation for student success in the classroom and real world. One component of mathematical proficiency is fluency with basic facts. Frequently, students with mathematics difficulties struggle to become proficient and fluent in the four basic operations. Interventions are available to help develop and promote fluency for students. Digital-based interventions, such as programs on computers or tablet applications, are one avenue by which students are able to acquire and maintain fluency. These digital tools are becoming increasingly more common and available in today’s classroom. Eight studies on digital-based fact fluency were identified through a systematic search of the literature and analyzed to determine their effects. Study participants were elementary aged students with mathematics difficulties. Results of this synthesis indicate that digital-based interventions are an effective instructional technique for increasing fact fluency with students demonstrating mathematics difficulties. Implications research and practice are discussed.

Recommended Citation

Cozad, Lauren E. and Riccomini, Paul J. (2016) "Effects of Digital-Based Math Fluency Interventions on Learners with Math Difficulties: A Review of the Literature," The Journal of Special Education Apprenticeship: Vol. 5: No. 2, Article 2.
DOI: https://doi.org/10.58729/2167-3454.1053
Available at: https://scholarworks.lib.csusb.edu/josea/vol5/iss2/2