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A group math intervention: The modification of cover, copy, and compare for group application
Author(s) -
Lee Martha J.,
Tingstrom Daniel H.
Publication year - 1994
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(199404)31:2<133::aid-pits2310310208>3.0.co;2-g
Subject(s) - fluency , mathematics education , intervention (counseling) , psychological intervention , group (periodic table) , psychology , baseline (sea) , multiple baseline design , cover (algebra) , class (philosophy) , division (mathematics) , drill , mathematics , arithmetic , computer science , artificial intelligence , engineering , mechanical engineering , chemistry , oceanography , organic chemistry , psychiatry , geology
A drill and practice intervention was applied in a small‐group setting to improve students' fluency (accuracy and speed) with basic math facts. The Cover, Copy, and Compare intervention (Skinner, Turco, Beatty, & Rasavage, 1989) was modified and implemented with a small, middle school Chapter I math class. Data are presented showing digits correct per minute (DCPM) using a multiple baseline design across sets of division facts. Component parts of DCPM, speed and accuracy, are further discussed. Results of this study provide the scientist‐practitioner with ideas about implementing group interventions using drill for math facts. Ways to refine the intervention based on baseline data are discussed.