@mastersthesis{garnaas-halvorson_impact_2014,
	address = {St. Paul, Minnesota},
	title = {The {Impact} of {Weekly} {Math} {Tests} and {Strategy} {Instruction} on {Math} {Fluency}},
	url = {https://sophia.stkate.edu/maed/92},
	abstract = {A significant number of students enter the Elementary II years (Grades 4-6) without basic math fact fluency skills. This means teachers feel they need to revisit these skills and re-teach. This study tackles this concern by exploring the question of whether weekly math fact tests paired with teaching math strategies and individual goal-setting will have an effect on children’s ability to recall basic math facts accurately and efficiently. The study was performed in an Elementary I public Montessori classroom for grades one through three. The classroom community consisted of 25 students with varying strengths and abilities. Nine of the 25 students have Individual Education Plans or are in the process of Special Education referrals. The strategies were taught throughout the project and weekly fact tests were administered to students. I discovered that these two practices combined increased math fluency and confidence in my students.},
	language = {eng},
	school = {St. Catherine University},
	author = {Garnaas-Halvorson, Anna},
	year = {2014}
}

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