Stakeholder reflections judged the ten-week, 30-minute-session facts intervention feasible within the elementary schedule, with moderate-to-high student engagement¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers and principals agreed that implementing focused multiplication facts instruction was feasible in late winter and spring of Grade 3, and teachers reported increased student confidence and engagement. → Barbara Allen-Lyall 2018

Evidence¶

Barbara Allen-Lyall 2018¶

Barbara Allen-Lyall. (2018). Helping Students to Automatize Multiplication Facts: A Pilot Study. IEJEE, Volume 10, Issue 4, 391-396. https://doi.org/10.26822/iejee.2018438128

q2 · i? · causal · r1

Qualitative reflection sessions with teachers and principals after the intervention, held before quantitative results were analyzed. Table 4 records agreement on scheduling, 30-minute timing, teaching load, and student motivation rated “somewhat” to “significantly” elevated.

"Teachers and principals agreed that implementing fo- cused multiplication facts instruction in novel ways was desirable and ultimately feasible during the late winter and into spring of the Grade 3 academic year."

Discussion¶

Related Claims¶

• A ten-week Grade 3 multiplication facts intervention significantly increased the number of facts students attempted correctly on a fall Grade 4 inventory (d = 0.52) — related
• Teachers implemented interleaved practice without training and, surveyed before learning the results, mostly judged it useful and viable though slightly harder and more time-consuming — related