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Abstract
This study assessed the effects of the Rocket Math program on the math fluency skills of a first grade student at risk for school failure. The student received instruction in the Rocket Math program over 6 months. He was assessed using a pre- and posttest curriculum-based measurement (CBM) and individualized fluency checkouts within the program. On the CBM pretest, he completed 10 problems correct in 1 minute. On the CBM posttest, he finished 21 problems correct in 1 minute. On the Rocket Math fluency checks, the student's problems correct per minute increased from 19 (Level A on first assessment) to 26 (Level M on third assessment session). He had few errors and averaged 23.1 problems correct per minute on the fluency checks. Implications for further research are discussed.
Keywords: mathematical fluency, automaticity, accuracy, proficiency
Mathematics is one of the core academic subjects taught in U.S. public schools. A substantial amount of time, effort, and money is invested in mathematics education every year. For example, "The U.S. Department of Education Budget Office (2003) estimated it would spend $1 billion dollars over five years for requested mathematics and science partnerships" (Lin & Kubina, 2005, p. 73). Competence in mathematics is a crucial goal for early schooling and directly affects the demands of formal schooling, daily activities, employment, labor quality, and national growth (Ramos-Christian, Schleser, & Varn, 2008).
Unfortunately, the goal of mathematical competence is not being reached in the United States. In 2009, the National Assessment of Educational Progress (NAEP) reported fewer than 30% of students in grades 8 and 12 achieved proficiency in mathematics (Duncan, Easton, & Kerachsky, 2009). Proficiency is identified by the NAEP as representing solid academic performance and demonstrating competency over challenging subject matter. Further, 39% of students in fourth grade performed at or above the proficient level (Duncan et al.). In Washington State, 43% of fourth graders achieved the proficient level on this national assessment.
Poor U.S. performance in mathematics is also being illustrated internationally. The Trends in International Mathematics and Science Study (TIMSS) 2007 illustrated the poor performance of U.S. students in mathematics compared to international students (Gonzales et al., 2007). The content areas of this study were number, geometric shapes and measures, and data display. The U.S. ranked...