Date of Conferral
Doctor of Education (Ed.D.)
Sixth grade students at a Mid-Atlantic, urban, PreK-8 public school have shown weak mathematical performance. In accordance with the No Child Left Behind (NCLB) Act of 2001, the local district has implemented numerous policy changes to improve performance, but no substantial improvements in test scores have been seen so far. This project study focused on the development of automaticity and fluency of math facts to address this problem. The theoretical framework of the study was based on Haring and Eaton's instructional competency hierarchy framework, which claims that students who master basic mathematics skills are better able to progress to more general and abstract skills. A modified, quasi-experimental, nonequivalent control-group design was used with 2 groups of 20 sixth grade students who were neither randomly selected nor assigned to either group. Data analysis using one-way analysis of variance revealed that computer aided instruction--specifically, Fluency and Automaticity through Systematic Teaching and Technology (FASTT) Math--was more effective than the other classroom's mathematics instruction in developing multiplication fluency. In response, a curriculum policy recommendation was drafted as a project and will be presented to the board of education to conduct additional evaluations of FASTT Math as a supplemental tool in third through eighth grades in the district. This project is expected to contribute to social change by improving mathematics achievement which will create a mathematically literate cadre of students to meet the needs of 21st century employers, thus improving the quality of life in the broader community.