Document Type
Article
Publication Date
Summer 2025
Abstract
Math fact fluency is a fundamental skill students need to become proficient in to engage in higher-level math skills. For many students, learning their math facts and becoming fluent in them can be a challenge. This inquiry-based research study aims to determine if the use of computer-assisted learning programs such as Math Fact Lab can help educators meet the varying needs of their students while also making learning math facts an engaging and personalized educational experience for students. The study utilized a quantitative approach, using both Math Fact Lab placement test scores as well as data from the learning levels students were able to complete during the first semester of their 3rd grade year. The findings revealed that all students in the study showed growth over the course of the study. Additionally, 14 of the 17 students in the study were able to demonstrate mastery of fact fluency in both addition and subtraction over the course of a semester. The study highlights the potential computer-assisted learning tools have in helping teachers differentiate the learning taking place in their classroom to meet the needs of all of their learners in the area of mathematics. Further research is needed to explore how computer-assisted learning tools impact student motivation and feelings towards being successful in math. Furthermore, expanding this research to include larger and more diverse student populations would deepen its meaning and impact in the world of mathematics education.