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Computer Practice for Recalling Math Facts 1

Running Head: COMPUTER PRACTICE FOR RECALLING MATH FACTS

Does practicing math facts on the computer improve student’s ability to recall basic math facts?

Andrea Meister

Kennesaw State University

ECE 7511 Inquiry: Educational Research and Prospectus

Dr. Tom Brown

March 24, 2009


Abstract

There has not been much research proving that computers help students recall basic math

facts at an elementary school level. The purpose of this action research study was to see if

practicing basic math facts on the computer would improve student’s ability to recall basic math

facts. Students were split in to two groups: Group A practiced basic math facts using computer

games, while Group B practiced math facts using flash cards, with a partner, or a group game.

Each group had the same number of advanced level and on level students. In this project, I used

quantitative research to compare the groups after a six week period to see which group improved

more on recalling basic math facts. Results showed that while both groups improved on recalling

basic math facts, Group A outperforming Group B was only 3% due to chance.


Introduction

As a third grade teacher, I see students struggle every day with recalling basic math facts.

When students come to me at the beginning of the year, they know their facts, but have a

difficult time recalling them in a timely manner. Many students are still counting on their fingers,

using a number line, or counting on (7 + 5 becomes 7, 8, 9, 10, 11, 12) to determine the sum of

two single digit numbers. In third grade, children should be able to use mental math on simple

addition problems. The purpose of my research is to find if using computers on a weekly basis

will improve student’s ability to recall basic math facts.

Literature Review

Children usually start using mental math strategies in first grade, however, this is a

difficult task for many students because they are too young and are still just trying to learn the

facts (Lemaire, Barrett, Fayol, & Abdi, 1994). As children progress in first grade, they should go

from using counting on their fingers to using retrieval strategies, or memorization strategies,

when adding, causing fewer errors. (Janssen, De Boeck, Viaene, & Vallayes, 1999). Mental

computation is important in math programs because it promotes number sense in young children

(Heirdsfiled, 2000). In addition, mental math also helps children decide what answers are

reasonable when using calculators or computers to do more complicated problems (Haury,

1998).

Leutzinger (1999) believes that teaching basic mathematics facts has always been a

central part to any successful mathematics program. Mental mathematics and estimation are

difficult without a mastery of basic facts (Leutzinger, 1999). In third grade mathematics, students

start to learn strategies for estimation, multiplication, division, measurement and converting

measurement between different units, and more. If students are having difficulty recalling basic


addition and subtraction facts, then they will have more difficulty when they start getting in to

harder mathematics where they should know basic facts at the drop of a hat.

The contrasting view declares that while knowing basic mathematics facts has its place, it

should not be the focus of schools’ mathematics curriculum. Instead, the emphasis should be

placed on applying math concepts to everyday life (Cornell, 1999, p.5). While I agree with this

view, children also need to know their basic math facts in order to perform well with problems

that deal with everyday life concepts. I believe that knowing basic mathematical facts is the

building block of more complex math skills and that time needs to be spent practicing these facts

in order to perform well on future tasks (Cooke, Reichard, 1996). However, knowing the best

way students memorize these facts is still unknown (Checkley, 1999).

According to Julianne Lynch, “Technology is seen as a finished product that can be

inserted into an educational setting to create a particular effect” (Lynch, 2006). Studies have

found that students practicing puzzles on the computer scored higher on tests than did their paper

and pencil student counterpart (William, 2000). Furthermore, Checkley (1999, p. 3) believes that

“…when practice is embedded in a game situation, they’re more likely to learn the math.” Using

computers in the classroom to learn skills motivates students to learn and gives them more

confidence when applying those skills in the real world. It’s a different way of learning for many

students that they enjoy, therefore, they are learning what they should be learning (Li, 2007).

Adams and Burns (1999) believes that if computers enrich and assist learning, then computers

can be used as an activity in the classroom to engage students in their learning.

The existing research on whether computers affect academic achievement among

students has produced varied conclusions. Some research indicates that computers may aid in

achievement, while other research concludes that computers are of questionable effectiveness.


For example, Wenglinsky states, “Students who used computers predominately for drill and

practice as opposed to using them in ways that develop higher-order thinking skills, tended to do

worse on the NAEP (National Assessment of Educational Progress) math test.” (2007).

Wenglinsky’s contrast view states “that the role of technology may be used to increase student

achievement.” (Wenglinsky, 1997)

In contrast, a study done by Wang & Sleeman and Fletcher-Flinn &Gravatt concludes

that “Students who use computers in the classroom show at least a modest level of achievement

gain over students who do not use computers.” Most of the research suggests that computers

should be used for Reading or courses that require more high-level thinking in schools, such as

Calculus or Physics. I found little research that supports computers in the classroom for learning

simple math facts.

There is still a need for research on this topic. During my research, I will use computers

on a weekly basis to help students recall basic math facts. I want to find out if computers will

have an impact on students’ ability to recall basic math facts quicker in third grade that will later

help them with concepts that are introduced.

Methodology

Participants

This third grade classroom is located in a suburban public school located in the

Southeastern United States. The school is situated in a very affluent area where parental

involvement is very high. Eighteen third grade students, ages 8-9, participated in this study. Of

the 18 students, 10 were advanced math 3rd graders and 8 students were on-level math 3rd

graders. The group of students consisted of 9 males and 9 females. Of these students, 2 were

African-American, 6 were Caucasian, 6 were Asian, and 4 were of other ethnicities. Four of the


20 students participated in the Talented and Gifted Program (TAG). All students were engaged

in the activities as part of the regular math curriculum, but the inclusion of their data was only

used if consent was obtained.

Research Design and Instruments Used

The longitudinal, quantitative research was conducted over a six week period. I used a

math attitudinal survey (Appendix A) and a computer attitudinal survey (Appendix B) at the

beginning of the study in order to place students in Group A or Group B, based on their personal

responses. Student responses were scored and recorded on the teacher record form (Appendix C)

where the students’ group was then determined. I made sure that in each group there was an

equal number of On level students and Advanced level students to make the groups as even as

possible.

I collected data through administered pre-test, mid-test, and post-test. Students were

given a pretest (Appendix D) that consisted of 100 math problems in which the students had to

answer in 5 minutes. Any problem not answered was considered incorrect. Scores were recorded

on the teacher record form for Group A and Group B (Appendix E and Appendix F). At the

completion of the pre-test, students were divided into two groups, Group A and Group B, based

on their pre-test scores and math and attitude survey scores. These students were split evenly into

groups, with each group having the same number of advanced and on students according to their

last year’s teacher and how well they did on the pretest. When using the attitude surveys, I

scored each survey and put the same number of students who felt comfortable on the computer

and not comfortable on the computer into groups.

For six weeks, Group A practiced math facts using the computer and Group B practiced

math facts in a pair or group. Two times a week Group A used the wireless computer lab to


practice math facts by using games on the computer while Group B worked in groups or with the

teacher. At three weeks, the mid-test (Appendix G) was administered to see how much the

students gained. The mid-test was more for just the teacher to see how the student had

progressed at that point. Group A and Group B then continued the same procedure for the next

three weeks.

Finally, a post-test (Appendix H) was given at the end of six weeks. Students had to

complete 100 problems in 5 minutes. Any problem not answered was considered incorrect. The

teacher recorded the post-test scores on the teacher record form for Group A and Group B

(Appendix E and Appendix F) and data was compared using a T-test.

Results

To analyze the students’ progress over six weeks, practice problems were checked for

accuracy throughout the study. The pre-test and post-test scores were then compared to show any

differences from the beginning of the study to the end of the study. A T-test was used to

determine if practicing basic math facts on the computer improves students’ ability to recall basic

math facts.


Concept Map Outline

Math ComputerAttitude Survey

Scored for placement in

Group

Pre-test

Mid-test

Post-test

T-test done for

comparison

Data Results

The first week of school I gave my students the pretest of basic addition facts. Figure 1

shows their results of 100 problems in 5 minutes by each student individually. I chose to give the

pretest the first week of school to give me a true picture of where the student was at the

beginning of the year in regards to their basic addition facts.


Figure 1: Whole Class Pretest Scores

Pretest

0

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40

60

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120

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Student

Scor

e

Series1

After looking at their pretests and grouping the students in to groups, we spent the next 6

weeks practicing basic addition facts. Group A spent 6 weeks visiting many websites on the

Wilson Creek Weblinks page that I assigned them. They spent about 20-30 minutes on the

websites two times a week playing math games. Some of the games required students to see how

many facts they could answer correctly in a certain number of minutes. Students would then play

again to try to beat their score. Other websites offered games where they had to defend their

planet by answering problems correctly. After 6 weeks, I gave Group A the posttest. Figure 2

shows their results.


Figure 2: Group A Posttest Scores

Group A Posttest

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120

1 2 3 4 5 6 7 8 9

Student

Scor

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Posttest

While Group A was working on computers, Group B was working in small groups with

me or with a partner on practicing basic facts. If groups were playing with me, we were playing

Around the World, a game with flash cards which has students competing against each other to

get the correct answer first. If students were working individually or with a partner, students

were given flash cards that they could make and show to each other. Students made two piles;

one pile was a pile of facts that they were able to answer correctly within seconds; another pile

was facts that needed to be worked on by that student because they had difficulty answering the

problem within seconds or it was wrong. Since this can be repetitive and often boring for the

students, there were other times when I split Group B into two teams and they were competing

against each other. One player from each team was at the board. I would give both students the

same problem orally and they had to race to get the right answer. Whoever sat down first and had

the correct answer, that team got a point. While it seems like a simple game, the students loved it


and always wondered what we would be doing that day to practice facts. After 6 weeks, Group B

was given the same posttest as Group A. Figure 3 represents their results.

Figure 3: Group B Posttest Scores

Group B Posttest Scores

0

20

40

60

80

100

120

1 2 3 4 5 6 7 8 9

Student

Scor

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Posttest

Discussion of Data

After giving both groups the posttest, I graded them and analyzed them using a T-test.

First, however, I graphed the scores to see how the students did as a whole and how well they

improved from the pretest, 6 weeks earlier. Figure 4 shows how each student performed.


Figure 4: Whole Class Pretest/Posttest Comparison

Class Scores

0

20

40

60

80

100

120

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Student

Scor

e PretestPosttest

Looking at the graph, it is easy to see that every student improved from the pretest,

whether it is by 1 problem or 15 problems. From here, I took each group and found the

difference in scores from their pretest and posttest scores by subtracting their pretest score from

their posttest score. Table 1 and Table 2 illustrate the difference in scores for each group and

each student.

Table 1: Group A Difference in Scores Table 2: Group B Difference in Scores

Student Pretest Posttest Difference in Scores

1 40 71 +31 2 78 90 +22 3 97 98 +1 4 49 95 +26 5 98 100 +2 6 47 75 +8 7 80 98 +18 8 64 94 +30 9 83 99 +16


After this, I took all the students

difference in scores for their groups and

performed a T-test comparing the two groups.

From the results, I was able to view the statistical data. The important information is the mean

and probability scores. The mean for each group shows that Group A’s mean was an increase of

17.875 from the pretest to posttest, while Group B’s mean was an increase of 7.875 from the

pretest to posttest. That is a full 10 problem jump between the two groups. After looking at the

mean I looked at the probability score, which was a 0.03, or 3%. This means that the chances of

Group A performing higher than Group B is only 3% due to chance, or 97% of the time Group

A’s method will work better. In order for a study to be significant, the probability of the

differences in scores being due to chance should be less than .05. Figure 5 shows the result of

the full T-test that was performed, highlighting the mean and probability test scores.

Figure 5: T-test Comparison of Two Groups

The results say that 3% of the time Group A will work is due to chance. The reason I did

this study was to find out if using computers to practice basic math facts would increase

Student Pretest Posttest Difference in Scores

1 89 99 +10 2 93 100 +7 3 42 58 +16 4 98 99 +1 5 97 99 +2 6 99 99 +0 7 83 100 +17 8 98 100 +2 9 68 87 +19

31 10 Mean 17.875 7.875 Variance 124.6964 66.69643 Observations 8 8 Hypothesized Mean Difference 0 df 13 t Stat 2.044477 P(T<=t) one-tail 0.030854 t Critical one-tail 1.770933 P(T<=t) two-tail 0.061708 t Critical two-tail 2.160369


students’ ability to recall basic math facts. By comparing the two groups, I was able to see that

my research was effective and that overall students in Group A had a higher increase in scores

from the pretest to posttest. While Group B also had an increase in scores for each student,

Group A had a higher mean across the entire group compared to Group B.

The research that I found when conducting my own action research was that computers

should be used for more higher-order thinking skills classes, such as physics or chemistry. Using

a computer makes sense for taking classes like that because there is a lot of data comparison.

There was not much research about using computers for practicing basic facts in an elementary

group setting. I wanted to see if using computers in the classroom a few times a week to practice

basic math facts would increase student scores over a 6 week period. After conducting my study,

I was able to prove that, in my classroom with the group of students I have, the research was a

success. Knowing this, I will continue to have my students use the computer to practice basic

facts for any operation. I will also communicate great websites to parents so that they can

practice at home as well.

Conclusions

The results say that Group A outperforming Group B is only 3% due to chance. In other

words, 97% of the time, Group A will always do better. By comparing the two groups, I was able

to see that my research was effective and that overall students in Group A had a higher increase

in scores from the pretest to posttest. While Group B also had an increase in scores for each

student, Group A had a higher mean across the entire group compared to Group B.

In order to get 3rd grade students to recall basic math facts quicker, computer practice will

make a difference. Having them practice at least twice a week for 20 minutes will show that

computers are an effective tool for helping children learn those basic math facts.


Implications

This research conducted over a 6 week period implies that using computers in the

classroom to help students practice basic math facts will enable their ability to recall basic facts

easier and quicker. I wanted to see if using computers in the classroom a few times a week to

practice basic math facts would increase student scores over a 6 week period. After conducting

my study, I was able to prove that, in my classroom with the group of students I have, the

research was a success.

As a teacher, having students know their basic math facts is an important part of the 3rd

grade curriculum. Without knowing math facts, students have a difficult time when getting in to

later units, such as measurement, area, perimeter, and fractions. In order to succeed in all of these

areas, students need to be able to recall their basic math facts quickly and efficiently.

Research shows that teaching basic mathematics facts has always been a central part to

any successful mathematics program. Mental mathematics and estimation are difficult without a

mastery of basic facts (Leutzinger, 1999).

In most 3rd grade classrooms in my school, teachers have said many times that students

struggle every day with recalling basic math facts, no matter the operation. In my future classes,

I will continue to have my students use the computer to practice basic facts for any operation

after seeing what an impact it had on their overall performance in my study. From here, I can

start implementing real-world math problems in the classroom each day. This will enable the

students to apply their facts to things that they will encounter later in life.

If successfully implemented each week, teachers and students will see an improvement in

recalling basic math facts when using computers and computer games for practice.

Limitations


Although the results of this study provided useful information about students’ ability to

recall basic math facts, there were many limitations. Time seemed to be the most significant

limitation. The initial plan had students working two days a week for 20 minutes solving basic

math facts on the computer or in pairs/group. Group A, who used the school’s wireless lab, had

difficulty getting the lab, signing on, and getting in to the math program the teacher assigned in

the allotted amount of time. Students were pulled out for TAG class or other assemblies, which

caused them to miss a day of practicing their math facts. Students were given twenty minutes to

practice; however, as a result, much of that time was trying to get Group A started while Group

B had to be put in pairs/groups. If I did not put a cap on the time, students could have taken 40

minutes to practice with no interruptions.

Student absences also affected the whole group. If one student was absent on one of the

days of the week, that student did not get the opportunity to practice his/her math facts. If the

absent student was in Group B, this defeated the purpose of working in pairs/groups. Since the

pairs/groups were randomly assigned, students ended up working with someone they may not

have normally chosen to work with. This affected the attitude of the students.

Reflecting back on my research, there were many factors I did not take into consideration which

created many inconsistencies. In the future, I will plan more time for Group A to have on the

computer in case logging in is an issue. I will also have two plans for Group B in case some

students are absent and my original plan is unable to work out.


References

(1997). Computer Attitude Questionnaire. Retrieved April 3, 2008, Web site:

http://www.tcet.unt.edu/research/survey/caq522.pdf

(2000). Math Fact Cafe. Retrieved April 14, 2008, Web site:

http://www.mathfactcafe.com/

Adams, S., & Burns, M. (1999). Connecting Student Learning and Technology. Southwest

Educational Development Lab, Retrieved September 27, 2007

Checkley, K. (1999). Laying a foundation for later learning. Math in the Early Grades [Online],

Available: http://www.ascd.org/readingroom/cupdate/1999/1sum.html.

Cooke, N, & Reichard, S (1996). The Effects of Different Interspersal Drill Ratios on

Acquisition and Generalization of Multiplication and Division Facts. Education and

Treatment of Children, Retrieved September 27, 2007,

Cornell, C. (1999). I hate Math! I couldn’t learn it, and I can’t teach it!. Childhood Education.

75, 225-230.

Fletcher-Flinn, Claire M., & Gravatt, Breon (1995). The Efficacy of Computer Assisted

Instruction (CAI): A Meta-Analysis. Journal of Educational Computing Research. 12,

219-242.

Haury, David L., & Milbourne, Linda A. (1998). Helping Your Child Learn Math. ERIC Digest,

Retrieved October 15, 2007, from

http://www.eric.ed/gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1

5/d5/cd.pdf.

Heirdsfield, Ann (2000). Mental Computation: Is it More Than Mental Architecture? Centre for

Mathematics and Science Education. Queensland University of Technology. 1-15.


Janssen, Rianne, De Boeck, Paul, Viaene, Mieke, & Vallaeys, Lies (1999). Simple Mental

Addition in Children with and without Mild Mental Retardation. Journal of Experimental

Psychology, 74, 261-181.

Lemaire, Patrick (1994). Automatic Activation of Addition and Multiplication Facts in

Elementary School Children. Journal of Experimental Child Psychology, 57, 224-258.

Leutzinger, Larry, P. (1999). Developing Thinking Strategies for Addition Facts. Teaching

Children Mathematics. 6, 14-18.

Li, Qing (2007). Student and Teacher Views About Technology: A Tale of Two Cities?. Journal

of Research on Technology in Education, 39, 377-397.

Lynch, Julianne (2006). Assessing Effects of Technology Usage on Mathematics Learning.

Mathematics Education Research Journal, 18, 29-43.

Math Attitude Survey. Retrieved April 3, 2008, Web site:

http://www1.esc.edu/personalfac/numberwhiz/newmath/assesment/attitude/survey .html

Mathematics Attitude Survey. Retrieved April 3, 2008, Web site:

http://oregonstate.edu/~schorir/ocept/survey.html

Su, H. F. (1990). ERIC Documents. Retrieved April 3, 2008, from Increasing Fourth Grade Math

Achievement with Improved Instructional Strategies Web site:

http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailminij

sp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED325395&ERICExtSearch

SearchType_0=no&accno=ED325395

Wang, Shousan, & Sleeman, Phillip J. (1993). Computer-Assisted Instruction Effectiveness…A

Brief Review of the Research. International Journal of Instructional Media, 20, 333-

348.


Wenglinsky, H. (1997). Does It Compute? The Relationship Between Educational Technology

and Student Achievement in Mathematics. Princeton, NJ: Educational Testing Service.

Williams, Lynda P. (2000). The Effect of Drill and Practice Software on Multiplication Skills:

“Multiplication Puzzles” versus “The Mad Minute.” ERIC, Retrieved October 15, 2007,

from

http://www.eric.ed/gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1

6/59/ef.pdf.

Websites used by Group A

Wilson Creek Weblinks:

http://www.harcourtschool.com/activity/thats_a_fact/english_K_3.html

AplusMath:

http://www.aplusmath.com/games/matho/AddMatho.html

http://www.aplusmath.com/games/picture/AddPicture.html

FunBrain:

http://www.funbrain.com/cgi-

bin/mb.cgi?A1=start1&A2=0&ALG=Yes&INSTRUCTS=1

AAA Math:

http://www.aaastudy.com/add26ax1.htm

Group B Resource

Student-Made Flash Cards:

http://www.harcourtschool.com/teacher_resources/math/pdfs/add_gr1.pdf


Appendix A

Math Attitude Survey

Name ____________________

Read each statement and then check the number that best shows how you feel.

1 = Disagree 2 = Undecided 3 = Agree

1 2 3 1. I like math. 2. You are either good at math or not. 3. Doing math well involves being able to recall basic math facts.

4. People who can add numbers quickly in their head are usually the ones who are good in math.

5. Those that have difficulty with recalling basic math facts will not be able to master more advanced topics.

6. Math consists mainly of thinking on your feet and answering quickly.

7. Mathematics is enjoyable and stimulating to me. 8. I have never liked mathematics, and it is my most dreaded subject.

9. Mathematics makes me feel uneasy and confused. 10. I feel math is an important part of school. 11. I have always hated math. 12. I never expect to do well in a math course. 13. I have low math ability. 14. I stop working as hard after I do badly on a math test. 15. I have a very weak math background. 16. I try to learn mathematics because it helps me think more clearly in general.

17. Mathematics is not important in everyday life.


Appendix B

Computer Attitude Survey

Name: _________________________

Read each statement and then check the number which best shows how you feel.

1 = Disagree 2 = Undecided 3= Agree

1 2 3 1. I enjoy doing things on a computer. 2. I am tired of using a computer. 3. I enjoy computer games very much. 4. I would work harder if I could use computers more often.

5. I know that computers give me opportunities to learn many new things.

6. I can learn many things when I use a computer. 7. I enjoy lessons on the computer. 8. I believe that the more often teachers use computers, the more I will enjoy school.

9. I believe that it is very important for me to learn how to use a computer.

10. I feel comfortable working with a computer. 11. I get a sinking feeling when I think of trying to use a computer.

12. I think that it takes a long time to finish when I use a computer.

13. Working with a computer makes me nervous. 14. Using a computer is very frustrating. 15. I will do as little work with computers as possible. 16. Computers do not scare me at all. 17. Using a computer is a good way for me to learn mathematics.


Appendix C

Teacher Record Form Students’ Responses to Surveys

Student Level Math Survey Score

Computer Survey Score

Group

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20


Appendix E

Group A Teacher Record Form

Students’ Pretest and Posttest Scores

Student Pretest Post-test Difference in Scores 1 2 3 4 5 6 7 8 9 10


Appendix F

Group B Teacher Record Form

Students’ Pretest and Posttest Scores

Student Pretest Post-test Difference in Scores 1 2 3 4 5 6 7 8 9 10


Appendix G



Appendix H
