Timed Practice Drill Essay
Academic difficulties can result from a mismatch between student skill and instructional material (Daly, Martens, Kilmer,&Massie, 1996; Daly, Witt, Martens,& Dool, 1997; Enggren & Kovaleski, 1996; Gravois & Gickling, 2002). Timed practice drills as a method for developing automaticity offer a clear alternative to strategy instruction for academically low-achieving students and students with LD (Ashcraft & Christy, 1995; Geary, 1996; Woodward, 2006). Therefore, a great deal of effort has been made on development of materials for math facts. Many children find multiplication like 0s and 1s, doubles, perfect square, times 5s, 9s and 10s to be easier to retain in memory than other multiplication facts (Baroody & Dowker, 2003; Burns, Ysseldyke,
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(2015) also indicated integrated strategy is more efficient than timed practice drill in different methods based on Bruner’s theory, which is applied to fact fluency, students would first engage in modeling facts and facts strategies using physical, enactive models such as counters and tiles. Their study compared Social-interactional theories with timed practice drill to find an intervention that builds on flexible strategy choice through multiple representations (Bruner, 1964) in order to increase students’ fact fluency levels. Students in Social-interactional theories group first used enactive models to examine facts and facts strategies by building arrays with physical models and finding arrays in pictures. In contrast, students in timed practice drill group learned by traditional flash card. The result showed that posttest scores were significantly greater for the strategy group than for the drill group. Therefor, he concluded that strategic thinking strategy is more consistent gains than activity focusing on memorization and repetition. In short, the two studies share similar results in that although integrated strategy created greater benefit than only practice drill, both groups are considerably improved in their knowledge of the multiplication
(2015) also indicated integrated strategy is more efficient than timed practice drill in different methods based on Bruner’s theory, which is applied to fact fluency, students would first engage in modeling facts and facts strategies using physical, enactive models such as counters and tiles. Their study compared Social-interactional theories with timed practice drill to find an intervention that builds on flexible strategy choice through multiple representations (Bruner, 1964) in order to increase students’ fact fluency levels. Students in Social-interactional theories group first used enactive models to examine facts and facts strategies by building arrays with physical models and finding arrays in pictures. In contrast, students in timed practice drill group learned by traditional flash card. The result showed that posttest scores were significantly greater for the strategy group than for the drill group. Therefor, he concluded that strategic thinking strategy is more consistent gains than activity focusing on memorization and repetition. In short, the two studies share similar results in that although integrated strategy created greater benefit than only practice drill, both groups are considerably improved in their knowledge of the multiplication