Empirically validating the measures and interventions of numeracy development (MIND): Remediation packet to increase basic math fluency scores

Abstract

With the majority of fourth grade students failing to achieve proficiency in math, educational researchers need to focus on class-wide and group interventions that can be efficiently and effectively used by general education teachers. The MIND: Skill remediation Packet utilizes two empirically validated interventions (Cover, Copy, Compare, & Explicit Timing) to build basic math fact accuracy and fluency among students. The purpose of this study is to empirically validate sections 1.11-1.13 of the MIND: Skill Remediation packet to increase DCPM scores on basic subtraction and division facts using group administration. The group-wide average DCPM scores were plotted on a time series graph and visual analysis was used to interpret the data. Results show that the MIND intervention showed significant DCPM growth for both division and subtraction. Indicating that the MIND: Skill Remediation packet increase student DCPM scores across skills.