Thesis

The use of SAFMEDS and fluency-building to increase scores in basic math skills

This research predicted using SAFMEDS (Say All Fast Minute Everyday Shuffled) would improve scores on basic Math Facts on a class-wide basis. Most research focuses on a small number of participants (Cunningham, Mclaughlin, & Weber, 2012) suggesting a need to focus on using SAFMEDS on a class-wide basis. SAFMEDS were either implemented in a fluency-building (3x1 minute timings) or ‘exposure’ (4 minutes of practice) method. Fluency studies do not separate practice under speed versus practice, suggesting improvements could be due to the increase in number of trials compared to controls (Singer-Dudek & Greer, 2005). Five 2nd grade classes completed the study, with two experimental groups (Fluency & Exposure) and 3 control groups. All participants completed 6 pre, post (at 6 weeks) and follow-up tests (at 8 weeks). Results demonstrated Control 2 significantly improved over all other groups. No difference was noted between fluency and exposure meaning the results are inconclusive on the practice effect of fluency as neither one consistently performed better than the control. The results suggest that SAFMEDS do not improve learning basic Math facts on a class-wide basis beyond that of traditional teaching.

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