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Dissertation/Thesis Abstract

Analyzing Math to Mastery through Randomization of Intervention Components
by Pemberton, Haley, Ed.Sp., Southern Illinois University at Edwardsville, 2018, 46; 10807966
Abstract (Summary)

This study examined the effect of Math to Mastery and a randomized version of Math to Mastery at increasing digits correct per minute (DCPM) for three elementary-aged students. All three students received the standard and randomized version of the math fact fluency intervention, and progress was monitored using an adapted alternating treatments design. Data was collected and student progress was monitored to examine whether the randomized version of Math to Mastery would be just as or more effective than the standard version of Mast the Mastery. Results of the study indicated the standard version of Math to Mastery to be more effective than the randomized version for all three students at increasing digits correct per minute.

Indexing (document details)
Advisor: Everett, Gregory
Commitee: Hupp, Stephen, Jewell, Jeremy
School: Southern Illinois University at Edwardsville
Department: Psychology
School Location: United States -- Illinois
Source: MAI 57/06M(E), Masters Abstracts International
Subjects: Mathematics education, Elementary education, Educational psychology, Psychology
Keywords: Digits, Fact, Fluency, Intervention, Math, Specific learning disability
Publication Number: 10807966
ISBN: 978-0-355-98459-0
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