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Precision teaching and fluency training: making maths easier for pupils and teachers

Chiesa, Mecca, Robertson, A. (2000) Precision teaching and fluency training: making maths easier for pupils and teachers. Educational Psycology in practice, 16 (3). pp. 297-310. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:34585)

The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided. (Contact us about this Publication)

Abstract

A 12-week programme was designed for five children in a primary class (9-10 years of age) who were failing to keep pace with their peers in the maths curriculum. The programme drew on principles of precision teaching and emphasised fluency training in the component skills required for the performance of a composite maths skill. The class teacher identified a target composite skill, and the five children's scores were compared before and after the programme, and compared with the rest of the class. On post-programme measures, the precision teaching children out-performed all but one of their peers on the target skill. This paper adds to a growing database demonstrating the importance of fluency training and frequent monitoring of children's progress (fundamentals of precision teaching). It also shows that expensive and time-consuming additional resources are not required to successfully implement such programmes.

Item Type: Article
Subjects: H Social Sciences > HV Social pathology. Social and public welfare > HV1568 Disability studies
Divisions: Divisions > Division for the Study of Law, Society and Social Justice > School of Social Policy, Sociology and Social Research > Tizard
Depositing User: Jo Ruffels
Date Deposited: 10 Jul 2013 14:24 UTC
Last Modified: 16 Feb 2021 12:46 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/34585 (The current URI for this page, for reference purposes)
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