Date

12-19-2022

Document Type

Thesis

Abstract

Fact fluency is a crucial component for all students both with and without learning disabilities, as it lays the foundation for future success in all topics of math. For students who have a diagnosed Specific Learning Disability (SLD) in the area of math, fact fluency may be a difficult concept to grasp. To help students have a better understanding of fact fluency, there are multiple different tools that can be used. The purpose of this project is to research and outline some of the best ways to accommodate students who struggle with the concept of fact fluency in the area of mathematics. After creating a rubric based on the literature that outlines the criteria that teachers look for in online applications, the researcher rated each application. After conducting further analysis, the researcher discusses which applications should be highly recommended and why. Also, the researcher discusses different strategies that students can use to develop stronger skills with fact fluency, and then supports why these strategies are accurate. Lastly, the researcher discusses other engaging activities that help build a stronger background knowledge of fact fluency in the classroom based on the literature. By conducting this research, the investigator can justify the importance of fact fluency in mathematics.

Department

Special Education & Mathematics

Thesis Comittee

Dr. J. Edward Carter, Thesis Advisor
Dr. Shannon Lockard, Thesis Advisor
Dr. Rachel Stahl, Committee Member
Dr. Ken Dobush, Committee Member

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