{"title":"Does making tens add up: exploring game play to support math fluency","authors":"Emily C. Bouck, Holly M. Long","doi":"10.1080/1045988X.2022.2059432","DOIUrl":null,"url":null,"abstract":"Abstract Student fluency in mathematics is important, as fluency supports mathematics proficiency and achievement. While fluency can be supported with flashcards and worksheets, it can be supported by games. In this exploratory study, researchers examined the relationship between students’ fluency on addition with regrouping problems and playing a virtual Make 10 s game, which supports the making tens strategy for addition. After seven sessions of playing the virtual Make 10 s games, researchers found Tau–U effects from the single case design study were high for at least three of the four students. Yet, researchers were unable to conclusively determine if a functional relation existed between student accuracy for digits and answers in solving the single–digit addition with regrouping problems within one minute and students playing the virtual Make 10 games.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"66 1","pages":"256 - 266"},"PeriodicalIF":0.8000,"publicationDate":"2022-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Preventing School Failure","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/1045988X.2022.2059432","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
Abstract
Abstract Student fluency in mathematics is important, as fluency supports mathematics proficiency and achievement. While fluency can be supported with flashcards and worksheets, it can be supported by games. In this exploratory study, researchers examined the relationship between students’ fluency on addition with regrouping problems and playing a virtual Make 10 s game, which supports the making tens strategy for addition. After seven sessions of playing the virtual Make 10 s games, researchers found Tau–U effects from the single case design study were high for at least three of the four students. Yet, researchers were unable to conclusively determine if a functional relation existed between student accuracy for digits and answers in solving the single–digit addition with regrouping problems within one minute and students playing the virtual Make 10 games.
期刊介绍：
Preventing School Failure provides a forum in which to examine critically emerging and evidence-based practices that are both data driven and practical for children and youth in general and alternative education systems. Authors are afforded the opportunity to discuss and debate critical and sometimes controversial issues that affect the education of children and adolescents in various settings. Preventing School Failure is a peer-reviewed academic journal for administrators, educators, mental health workers, juvenile justice and corrections personnel, day and residential treatment personnel, staff-development specialists, teacher educators, and others. Our goal is to share authoritative and timely information with a wide-ranging audience dedicated to serving children and adolescents in general education, special education, and alternative education programs. We accept for review manuscripts that contain critical and integrated literature reviews, objective program evaluations, evidence-based strategies and procedures, program descriptions, and policy-related content. As appropriate, manuscripts should contain enough detail that readers are able to put useful or innovative strategies or procedures into practice.
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