The Effects of Folding-In of Basic Mathematics Facts for Students with Disabilities
Abstract
Research in the area of elementary mathematics has been limited in recent years. Direct instruction methods, including drill tasks, have been recommended for elementary students who have mathematics difficulties. This project involves two studies that examined the effectiveness of a specific direct instruction intervention, Folding-In, on the math computation achievement of elementary students. Weekly Curriculumbased measurement (CBM) progress monitoring data, as well as achievement test data, were used to monitor the effectiveness of the intervention, with improvements noted in math fact fluency in both a university-based clinical tutoring and a classroom intervention setting.
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