TY - JOUR
T1 - Cross-Age Peer Tutoring and Fluency-Based Instruction to Achieve Fluency with Mathematics Computation Skills
T2 - A Randomized Controlled Trial
AU - Greene, Irene
AU - McTiernan, Aoife
AU - Holloway, Jennifer
PY - 2018/6/1
Y1 - 2018/6/1
N2 - The current study employed a randomized controlled trial to evaluate the use of peer tutoring and fluency-based instruction to increase mathematics fluency with addition and subtraction computation skills. Forty-one elementary school students between the ages of eight and 12 years participated in the 8-week study using cross-age peer tutoring, Say All Fast Minute Every Day Shuffled, frequency building, and the morningside math facts curriculum (Johnson in Morningside mathematics fluency: math facts (vol 1–6; curriculum program), Morningside Press, Seattle, 2008). Pre- and post-test measures of mathematics fluency and calculation were conducted with all participants. A measure of social skills and competing problem behaviors was also conducted at pre- and post-testing to evaluate any additional effects of the peer tutoring model. The results demonstrated a statistically significant difference between groups on measures of mathematics fluency, with the experimental group demonstrating significantly higher scores than the control group at post-testing. There were no significant differences between groups on measures of social skills and competing problem behaviors or calculation. The findings indicate that cross-age peer tutoring and fluency-based instruction resulted in positive outcomes for tutees in the mathematics domain, specifically mathematics fluency.
AB - The current study employed a randomized controlled trial to evaluate the use of peer tutoring and fluency-based instruction to increase mathematics fluency with addition and subtraction computation skills. Forty-one elementary school students between the ages of eight and 12 years participated in the 8-week study using cross-age peer tutoring, Say All Fast Minute Every Day Shuffled, frequency building, and the morningside math facts curriculum (Johnson in Morningside mathematics fluency: math facts (vol 1–6; curriculum program), Morningside Press, Seattle, 2008). Pre- and post-test measures of mathematics fluency and calculation were conducted with all participants. A measure of social skills and competing problem behaviors was also conducted at pre- and post-testing to evaluate any additional effects of the peer tutoring model. The results demonstrated a statistically significant difference between groups on measures of mathematics fluency, with the experimental group demonstrating significantly higher scores than the control group at post-testing. There were no significant differences between groups on measures of social skills and competing problem behaviors or calculation. The findings indicate that cross-age peer tutoring and fluency-based instruction resulted in positive outcomes for tutees in the mathematics domain, specifically mathematics fluency.
KW - Behavioral fluency
KW - Frequency-building
KW - Mathematics
KW - Peer tutoring
KW - SAFMEDS
U2 - 10.1007/s10864-018-9291-1
DO - 10.1007/s10864-018-9291-1
M3 - Article
AN - SCOPUS:85041894904
SN - 1053-0819
SP - 1
EP - 27
JO - Journal of Behavioral Education
JF - Journal of Behavioral Education
ER -