Action Plan
The purpose of this study is to increase math multiplication fluency through Rocket Math.
What did I implement?
The purpose of my study is to improve math fact fluency. Students will receive multiplication practice of known and unknown facts to help them become fluent in their multiplication facts.
Why did I implement it?
I use FASTT math in my classroom everyday but many of my students are still working on addition and subtraction. FASTT Math is a must-have solution for all students in Grades 2 and beyond, both those who are accelerating their acquisition of math facts as well as those who are struggling to catch up. FASTT Math’s adaptive technology creates an individualized learning progression for every student, and embedded assessment ensures math fact mastery. (http://www.scholastic.com/fastt-math/about.htm) I started teaching two by two digit multiplication and long division and many of my students didn't know their multiplication facts. I wanted to incorporate multiplication practice in my classroom everyday. Building mathematical fluency is important for many reasons. First, mastering basic multiplication facts is essential to higher-order skills, such as problems that are completed in algebra and calculus, which require automatic recall of basic facts. Second, when students build multiplication fluency, they are more likely to feel comfortable participating in class discussions about mathematics because they are more motivated and confident. Third, students who are able to respond automatically typically have less anxiety and display perseverance. The use of Rocket Math will work to build mathematical fluency at an individualized pace and therefore will reduce anxiety in students when it comes to mathematics.
When / How
This study took place from January 19th to March 11th. This took place Monday through Friday when we first moved into small groups. Each day in class students practiced in pairs for two minutes each. One student would state the problems aloud along with the answer, while the other student checked his/her work on an answer sheet. The student had to say each problem aloud two times. After the first two minutes were up, they would switch roles. The other partner would practice his/her facts aloud, while the partner checked the work. After these four minutes were up, students would particpate in a one minute timed test on the facts they just practiced. Each student had an individualized goal he/she was trying to reach daily. If they passed their goal, they would move up a level. As students moved up in levels, the multiplicaiton problems got more difficult. Every two weeks, students would participate in a two minute progress-monitoring single-digit multiplication timed test. The students continued with their practice routine in between these two week progress tests. At the end of the two months, students took a two minute single-digit multiplication timed test and graphed their performance on their individual progress charts. Data from performance on the daily and bi-weekly probes was collected and graphed to analyze overall progress and determine effectiveness of the program.
