Developing Math Fluency with Math Drill Software for Classroom Response Systems

Abstract

The hypothesis presented here is that remedial math students could increase their math fluency through drilling or repetitive practice using classroom response systems. While there is already drilling software available for math students, there is no system for drilling an entire class as a group. Also, few schools can support one computer per student for every math class. The sort of mechanism described here opens up a wide variety of options for improving math fluency for low functioning math students. The experiment involved specially designed software that allowed students in a remedial math classroom to compete against one another as they practiced their basic math facts. The software collected data that was then analyzed, to determine whether math fluency increased.