Document Type
Article
Publication Date
Spring 2024
Abstract
This action research was driven by the researcher's interest in increasing students' math fact knowledge. The researcher implemented both an iPad and flash card intervention to determine and compare the effectiveness of each. Two-minute addition and subtraction probes were utilized as a pre and post-test to determine growth. A student survey was also given to determine students' interest in their respective intervention. The findings revealed that both interventions resulted in growth in both addition and subtraction facts, but there was no significant difference in growth between the two. The findings also revealed that most students found both the iPad and flash card interventions to be motivating and engaging. This research was conducted to impact future classroom practices as well as schoolwide decisions in practices pertaining to the acquisition of math facts.