An adult-to-child proportional formula can also be helpful in setting performance aims. Measures are first taken of the student’s tool skills rate and the rates at which a competent adult performs both the tool skill and the target math skill.* The tool skill for answering math facts is writing random numbers without solving any problems. This fast-as-you-can number writing rate provides a ceiling for the fastest rate at which answers to math facts can be produced. The proportion obtained by dividing the adult’s performance rate on the target math skill by his or her tool skill rate is then multiplied by the student’s tool skill rate. The resulting figure is the fluency aim for the student. For example, if the adult solves math facts at a rate of 60 correct answers per minute and can write 120 random numbers per minute, his or her target skill to tool skill proportion is .5 (60 divided by 120). Based on the adult-child proportional formula, the fluency aim for a student whose tool skill rate is 80 would be set at 40 correct answers per minute (80 times 0.5). Providing direct and repeated practice on the relevant tool skills may be an effective way of improving the overall fluency of some children. Alternative modes of response, such as answering orally, should also be considered for children who exhibit very slow writing or poor fine motor control.
source:
Do Your Students Really Know Their Math Facts: Using Daily Time Trials to Build Fluency (pdf file)
by April D. Miller and William L. Heward
p 134
Intervention in School and Clinic, Volume 28, Number 2, November 1992
Effects of sequential 1-minute trials with and without inter-trial feedback and self-correction on general and special education students' fluency with math facts
(abstract)
* tool skills; component skills; composite skills - see speed test
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