Mastering math facts: intervention
The motivating factor for this capstone was the continuous struggles that are seen in the classroom with students developing and mastering math fact fluency without counting on their fingers. This capstone details what research says is best practice for incorporating math fact strategies into instruction and alternative interventions to implement for students that continue to struggle. The study attempted to discover how using an intervention strategy of Cover, Copy, Compare (CCC) would improve students' math fact fluency.
Hartneck, Jean M., "Mastering math facts: intervention" (2011). School of Education Student Capstone Theses and Dissertations. 856.
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