Improving the Math Skills of Struggling Students

Improving the Math Skills of Struggling Students

Steven L. Maltby
maltby@k-state.edu
620-437-6443
Kansas State University

I am from a small rural town in the Midwest. I received my Bachelor of Science degree in
Elementary Education from Emporia State University in Emporia, Kansas. I have taught for
twelve and a half years. Over that time, I have taught all the core subjects in grades four, five,
and six. I currently teach sixth grade and Im pursuing a masters degree in Curriculum and
Instruction specializing in Educational Computing, Design & Online Learning.

EDCI 760: Action Research

Dr. Jeong-Hee Kim
12-9-2013

Improving the Math Skills of Struggling Students

Abstract
This research followed three struggling students through a research study conducted to
help them gain increased fluency of multiplication facts. The research was done in conjunction
with a program called Rocket Math. The program tests students daily on their math fact fluency.
It is a level based program. As students pass one level, they move on to the next. The students
that participated in this study showed difficulty passing levels after multiple attempts. Flash card
drills and iPad applications were used to promote the fluency needed to pass the challenging
levels.

Improving the Math Skills of Struggling Students

Introduction
A number of students enrolled at Rossville Grade School (RGS) in Rossville, Kansas
struggled with the zero through twelve multiplication and division math facts. To attempt to
correct this situation, it was decided by the school to adopt a program called Rocket Math. The
program had previous been used at RGS but only on a volunteer basis by individual teachers. It
did not become a school wide initiative until August of 2011. Since its school wide adoption,
many students have made gains in the retention of the previously mentioned math facts. Still
others continued to struggle.
These struggling students began to promote wonders about the Rocket Math program.
While the program tests students over multiplication and division facts but it doesnt give them
knowledge of the facts. How are they supposed to gain this knowledge? What strategies are
proven to help students with challenges related to math fact fluency? Is drill and practice the
best option? Does technology such as math themed iPad applications increase fluency? The
purpose of this research was to discover strategies that could be used along with the Rocket Math
program that would promote the retention of math facts in those students that continued to
struggle.
Review of the literature
Diane, Bryant, & Hammill (2000) states that a large percentage of students labeled with a
learning disability over the past ten years is a result of challenges in the area of mathematics.
They suggest that mathematic disabilities may stem from neuropsychological issues. They go on
to say that mathematic disabilities can be area specific. For example, they can be in the areas of
math fact automaticity, arithmetic strategies, interpretation of word problems sentence
construction, or word problem solving skills (Diane, Bryant, & Hammill, 2000). The results of

Improving the Math Skills of Struggling Students

this research recommend the identification of effective remedial approaches and the
implementation of technologies that can support the students growth in learning.
Hopkins & Egeberg (2009) also support the idea that neuropsychological issues
contribute to a lack of math fact fluency. They state that most students are able to use direct
retrieval of simple addition facts after two or three years of school. Those that do not gain this
method usually use a count-up method to solve this level of mathematic problem. The lack of
direct retrieval even occurs among adults. Memorization techniques have been used to promote
direct retrieval but this is usually used with multiplication and division facts. The idea that adults
and students alike struggle with the direct retrieval of math facts, addition or multiplication,
supports the claims made by Diane, Bryant, & Hammill that neuropsychological issues might
play a role in the direct retrieval of facts.
Muldoon, Lewis & Freeman (2008) take a more psychological approach to a childs
struggles with numbers. They feel that children at a primary age may not grasp the concept of
numbering and counting at the same rate. They go on to say that this is a normal occurrence. We
know different students learn at different rates but their research suggests that those students that
struggle or fall behind the class average can and do make gains.
Furner, Yahya, & Duffy (2005) explain twenty strategies or best practices indorsed by
the National Council of Teachers of Mathematics (NCTM) that bring equality to subgroups such
as ELL and special education students. They are also recommended for those students in the
mainstream classroom. They recommend using manipulatives such as blocks, buttons, and
algebra tiles to make problems concrete. They also suggest that students should think out loud
and talk through problems. Another recommended strategy is to use auditory and visual
approaches. They allow teachers to reach more students with different learning styles.

Improving the Math Skills of Struggling Students

McDougall & Brady (1998) conducted research relating the behavioral self-management
interventions on math fluency. The subjects of the research were fourth grade students with and
without learning disabilities. They discovered that improvements were made in fluency when
students where trained to use self-management and self-monitor components. Self-management
components consist of self-determination of reinforcement, instruction, evaluation, and
behaviors. These are strategies typically associated with self-contained classes or resource
rooms. They are not usually associated with general classrooms (McDougall & Brady, 1998).
These practices promote a more student centered learning style that allows the teacher to become
more of a facilitator.
Sun & Zhang (2001) also explain different strategies to teach mathematics. In doing so,
they compare the way mathematics is taught in America to the way it is taught in China. The
focus is on addition and subtraction instead of multiplication and division but I feel the
information is appropriate for this research because it supports the notion that there are a number
of ways to teach a concept and they are all worth our attention. Sun & Zhang (2001) point out
the fact that Chinese children not only memorize facts, but they also learn to use logical thinking
and reasoning when working with them.
According to Tournaki (2003), math fluency occurs when math computation is done
without conscious monitoring and attention. In the early eighties, it was believed that drill and
practice was the best way to increase fluency in LD students. While research proved this idea
inaccurate, it did help those students that had some knowledge of math facts. It is equally
important however that we teach struggling students strategies to use when working with math
facts. These strategies can usually be applied to higher level mathematics topics as well. The

Improving the Math Skills of Struggling Students

research completed by Tournaki concludes that drill and practice along with strategy
development give students the greatest opportunity to gain fluency in math facts.
Treacy, Derby, McLaughlin, & Schlettert (2012) contend that math skills are of major
importance in the classroom and life in the workforce. They suggest that those students that lack
math skills and fluency have a greater risk of dropping out of school. Many times, those students
find it difficult to obtain a decent job or even keep a job that pays the minimum wage. They
conducted research on the effect of flashcard drill and practice in conjunction with student
selected reinforces. The subjects of the research were two sixth grade boys. There results
showed that the boys did make gains in math fact fluency.
Walker, McLaughlin, Derby, & Weber (2012) use the Direct Instruction flashcard
system which has shown success. It is described as followed:
With this procedure, flashcards are presented to students. If the student is correct, then
they are presented the next flashcard. If the student makes an error, the teacher verbally
models the problem and its answer. The student is then required to say the problem and
answer. The teacher then presents the flashcard again. If the student is correct, the card is
placed three to five cards back so it will appear quickly. If the student makes an error,
again, the model, lead, and test procedure is carried out. After the stack of flashcards has
been presented, the student is required to take a test, either orally or in writing. Data from
this test is typically graphed and the student moves to another activity (Walker,
McLaughlin, Derby, & Weber (2012).
Three subjects were used to conduct this research. Their findings showed that all three
made gains in the fluency of math fact knowledge. They did not make gains after every session
but improvement was recorded over time.

Improving the Math Skills of Struggling Students

The addition of technology can take drill and practice to another level. According to
Rice (2007), gaming has been an interest in the classroom since the early 1900s. This interest
has increased as technology has become more available to educators. One of the most popular
games is the Math Blaster series. It is liked by parents, teachers, and students alike. It is
basically a digital worksheet that also adds a level of compaction. This makes drill and practice
skills more exciting to a student which in turn increases willingness to proform.
Methodology & Methods
Before I explain the methodology of this research, I feel it is first necessary to explain the
Rocket Math program used by RGS. Rocket Math is a paper and pencil program that tests
students on their multiplication and division facts. When using the program, the first step is to
find out the goal of each individual student. The goal is the number of multiplication or division
facts they should be able to answer correctly in one minute. To do this, each student is given a
paper with a list of numbers. They then have ten seconds to copy those numbers on the paper.
This process is then repeated a second time. The results are then formulated to produce the goal.
The maximum goal is forty problems in one minute. Once goals are set, daily testing can begin.
Rocket Math testing is conducted every Monday through Thursday at the beginning of
each math class. The students are given a one minute timed practice test followed by a one timed
final test. If a student reaches or surpasses his or her goal, they move on to the next level. If they
do not reach their goal, they continue to retake that level until their goal is reached. Scores are
recorded on a cover sheet for each student to show their progress. This cover sheet would
become a valuable part of the data collection for this research. The levels are alphabetized A
through Z and progressively become more challenging. Once the multiplication levels are
completed, the students then move on to the division levels.

Improving the Math Skills of Struggling Students

Three students from my sixth grade math class were the participants for this research.
Their names are Zach, Toni, and Amy. Zach was an eleven year old male new to the district the
previous year. His father was a truck driver and his mother was a stay at home mom. He was a
student that struggled to get daily work completed and turned in on time. This was an issue he
had in all classes. Organization is also a challenge for Zach. When asked about math facts, he
thought that he should know his math facts better but also said that he didnt study them at home.
He also said that he thought they were important because we use them in other areas of math. He
was not on an Independent Education Plan (IEP) nor had he been tested for a learning disability.
Toni was an eleven year old female that enjoyed hanging out with friends and watching
television. She had four older siblings. Like Zach, she struggled to get daily work completed
and turned in on time. Her favorite subject was Art and her least favorite subject was Social
Studies. When asked about math, she said she liked it when it was easy but didnt like it when it
was hard. She also said that some math facts were hard while some were easy. She then went on
to say that she didnt study them at home. She was not on an IEP nor had she been tested for a
learning disability.
I was unable to interview Amy for this research project. She was gone several days from
school for a surgery and I received her parental consent from late in the data collecting process.
From classroom observations I can state that she was a reliable student. She usually turned daily
work in on time and was prepared for class. She did have days when she would seem down or
depressed. On those days she was not as productive as she was on others days. She was on an
IEP.
These students we chosen for this research because of the lack of progress each one was
making through the levels of the Rocket Math program. To conduct the research, the three

Improving the Math Skills of Struggling Students

students would take the Rocket Math test with the rest of the class only on Mondays and
Thursdays. Testing on these days allowed me to check the effects of the applied strategies using
the above mentioned cover letter. It also allowed for the collection of data. On those days that
the students did not do Rocket Math, Tuesdays and Wednesdays, the students used a number of
strategies and drills to help with the retention and fluency of math facts. Time was set aside
during math class for the students to work on these strategies as well. In addition to these times,
Zach was also able to work on these strategies during band. Band is optional for sixth graders at
RGS and while Toni and Amy were in band, Zach was not. This allowed him to focus more time
on the strategies than the others.
The strategies used for this research revolved around drill and practice activities
incorporating the use flash cards and the use of iPad applications that focused on math facts.
One practice used with flash cards went as follows. Students would work in pairs focusing on a
specific family of math facts. For example, the students might work with only the cards
containing nines. One student would hold the cards while the other stated the answer. If the
correct answer was given, that card went to the back of the deck. If an incorrect answer was
given, the student was told the problem followed by the answer. The student was then required
to repeat the problem and answer back to the card holder. At that time the card was then placed
two places back from the front. After a period of time, the students would switch places.
In another strategy, the students were only given four or five cards. The cards contained
specific problems that were missed on the latest Rocket Math test taken. The student would
simply say the problem and the answer and then try to recall the correct answer when looking at
the side that didnt include the answer.

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The students also used iPad applications. While they were able to use a number of math
themed applications throughout this research, two were used more frequently and purposely then
others. They were AB Math and Multiplication. AB Math comes in a light version that is free
and full version that costs $1.99. The full version was used by the students taking part in this
research. The application allows the students to choose what fact families they wish to work
with. More than one family can be chosen at the same time. It also has an eighty second timer
that can be turned off. To play the game, students are given a problem and then must type the
correct answer. The application keeps a running total of correct and incorrect answers. When
using the application, students were allowed to use a card containing all the math facts and there
answers if they were given a problem they didnt know. The idea behind this modification was
to allow them to see the problem and the answer if and only if they didnt know the answer. It
was not to be used as a crutch for every problem.
Multiplication is another application that was used by the students. It allows the students
to choose the number of questions given, the maximum number that can be used, and the
minimum number that can be used. When a problem is given, the student types an answer and
then taps the Check button. If it is right, the screen displays Correct! If they give an incorrect
answer, the screen displays Wrong and tells them the correct answer.
As mentioned above, each individual score sheet was used to track the progress of the
students. An observation log was also used. The observation log was used to record information
that was gain about the students each day. It included but was not limited to information such as
whether or not a level was passed, what problems each student missed, what flash card drill or
app was used, and simple observations from the day.
Results

Improving the Math Skills of Struggling Students

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The results of this research varied between the students. According to Zachs score sheet,
he seemed to make the most progress. He was able to advance through the Rocket Math levels at
a quicker rate after the strategies were implemented. Prior to the use of these strategies, Zach
would need an average of five attempts to pass a level. When using the strategies however, his
average dropped to three attempts. That said, it still took him approximately the same amount of
time to pass the levels. This was due to the fact that he was only taking the tests two days per
week instead of four.
According to Tonis score sheet, the strategies made little impact. She continued to
struggle to pass levels. When one level was passed, she would struggle to pass the next. It was
observed that she seemed to work through the tests in an unorthodox manner. Instead of working
the problems from top to bottom or left to right, she would skip around the page in no particular
pattern. It was suggested to her to work the problems in an organized way with the idea that she
would complete more problems in the allotted time. She was compliant to this idea but the
strategy showed little improvement in her test scores.
Amys results were inconclusive. This is due to the fact that her time using the strategies
was limited. She continued to retake tests but this could be due in part to her long absents from
school due to a needed surgery. I look forward to the results of the strategies as she continues to
use them beyond the conclusion of this class.
A common theme to all three of the students was their eagerness to use the flash cards
and iPad applications. There was concern that they would feel singled out from the others in
the class when working on these strategies while the others were engaged in other activities.
This was not observed. If fact, quite the opposite happened. They students seemed eager to

Improving the Math Skills of Struggling Students

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work, even forgetting many days that they tested on Mondays and Thursdays. I expected
excitement when using the iPad. But enthusiasm over the use of flash cards came as a surprise.
Discussion
The findings of this research suggested that the strategies would be effective with some
students but not with others. This is a general theme in many areas of education. While Zachs
scores increased with the addition of the strategies, Tonis did not. It was also realized through
this research that it is the responsibility of the educator to supplement the Rocket Math program
with strategies the students need to be successful. It is important for our students to gain these
skills. According to Walker, McLaughlin, & Weber (2012) these facts are the building blocks for
other areas of mathematics.
Drill and practice is typically seen as a negative learning strategy. But it did produce
positive results in this research when used by Zach. It was the theme behind the flash card
activates and the iPad applications. It added in the memorization of the facts. That said, it
produced little progress with Toni.
The use of technology did add a positive motivation to gain knowledge of math facts.
The students were engaged and excited to play the math applications. This excitement more than
likely also carried over to the use of flash card drills making them more desirable to use as well.
Conclusion
This research provided me with a great deal of information about the students involved.
Through the interview process, I was able to find out about their personal lives and interests.
This gave me valuable insight about their attitudes towards mathematics and school in general. It
also changed my relationship with Zach in a positive way. It will be a practice I plan to
implement with future students. It allowed me to discover what strategies worked with the

Improving the Math Skills of Struggling Students

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students and what strategies didnt. In Tonis case, the data ruled out strategies that did not
produce the results I was hoping to produce. The data did however give me a jumping off point
to continue to find new strategies.
It also produced a number of new wonderings. Would the strategies used be more
beneficial or productive if used in a lower grade? This would give the students an opportunity to
gain math fact fluency at an earlier age and in turn allow them to work at grade level. Are
struggles related to math fact fluency neurological? And if so, is any strategy beneficial? A great
deal of the literature read for this research suggests that many issues with fluency could be
related to neurological issues. Can they be overcome with memorization practices? Is the time
invested in memorizing math facts in the sixth grade worth the time that could be used in other
areas? As mentioned above, Zach and Toni struggle in other areas of course work. If they have
homework, they rarely take the initiative and complete it at home on their own. This means they
need additional class time to complete unfinished work. This class time was used to conduct this
research. So as Zach made progress and Toni didnt, they both fell farther behind in other course
work. I had another wondering. Where would these students be academically if they did do
homework and study at home? I know this is something I have little control over but it is a
wondering I have had for a number of years. During this research, it was brought to the surface a
number of times.

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References
Diane, P. B., Bryant, B. R., & Hammill, D. D. (2000). Characteristic behaviors of students with
ld who have teacher-identified math weaknesses. Journal of Learning Disabilities, 33(2),
168-77,199.

Furner, J. M., Yahya, D., & Duffy, M. (2005). Teaching mathematics: Strategies to reach all
students. Intervention in School and Clinic, 41(1), 16-23.

Hopkins, S., & Egeberg, H. (2009). Retrieval of simple addition facts: Complexities involved in
addressing a commonly identified mathematical learning difficulty. Journal of Learning
Disabilities, 42(3), 215-229.

McDougall, D., & Brady, M. P. (1998). Initiating and fading self-management interventions to
increase math fluency in general education classes. Exceptional Children, 64(2), 151-166.

Muldoon, K., Lewis, C., & Freeman, N. (2008). Don't throw the baby out with the math water:
Why discounting the developmental foundations of early numeracy is premature and
unnecessary. Behavioral and Brain Sciences, 31(6), 663-664.

Rice, J. W. (2007). Assessing higher order thinking in video. Journal of Technology and Teacher
Education, 15(1), 87-100.

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Sun, W., & Zhang, J. Y. (2001). Teaching addition and subtraction facts: A Chinese perspective.
Teaching Children Mathematics, 8(1), 28-31.

Tournaki, N. (2003). The differential effects of teaching addition through strategy instruction
versus drill and practice to students with and without learning disabilities. Journal of
Learning Disabilities, 36(5), 449-458.

Treacy, R., Derby, K. M., McLaughlin, T. F., & Schlettert, E. (2012). The effects of flashcards
and student selected reinforces with goals and additional practice with multiplication
facts for two intermediate elementary students with behavior disorders. Academic
Research International, 2(1), 469-476.

Walker, J., McLaughlin, T. F., Derby, K. M., & Weber, K. P. (2012). The effects of flashcards and
a math racetrack on multiplication facts for three rural elementary students at-risk for
school failure. Academic Research International, 2(3), 406-419.