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Does making tens add up: exploring game play to support math fluency.

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Title: Does making tens add up: exploring game play to support math fluency.
Authors: Bouck, Emily C.1 (AUTHOR), Long, Holly M.1 (AUTHOR)
Source: Preventing School Failure. 2022, Vol. 66 Issue 3, p256-266. 11p. 1 Color Photograph, 1 Chart, 1 Graph.
Subject Terms: *Mathematics students, *Fluency (Language learning), *Games, *At-risk students, *Students with disabilities, Mathematics
Abstract: Student fluency in mathematics is important, as fluency supports mathematics proficiency and achievement. While fluency can be supported with flashcards and worksheets, it can be supported by games. In this exploratory study, researchers examined the relationship between students' fluency on addition with regrouping problems and playing a virtual Make 10 s game, which supports the making tens strategy for addition. After seven sessions of playing the virtual Make 10 s games, researchers found Tau–U effects from the single case design study were high for at least three of the four students. Yet, researchers were unable to conclusively determine if a functional relation existed between student accuracy for digits and answers in solving the single–digit addition with regrouping problems within one minute and students playing the virtual Make 10 games. [ABSTRACT FROM AUTHOR]
Copyright of Preventing School Failure is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Does making tens add up: exploring game play to support math fluency.
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  Data: <searchLink fieldCode="JN" term="%22Preventing+School+Failure%22">Preventing School Failure</searchLink>. 2022, Vol. 66 Issue 3, p256-266. 11p. 1 Color Photograph, 1 Chart, 1 Graph.
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  Data: *<searchLink fieldCode="DE" term="%22Mathematics+students%22">Mathematics students</searchLink><br />*<searchLink fieldCode="DE" term="%22Fluency+%28Language+learning%29%22">Fluency (Language learning)</searchLink><br />*<searchLink fieldCode="DE" term="%22Games%22">Games</searchLink><br />*<searchLink fieldCode="DE" term="%22At-risk+students%22">At-risk students</searchLink><br />*<searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink>
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  Data: Student fluency in mathematics is important, as fluency supports mathematics proficiency and achievement. While fluency can be supported with flashcards and worksheets, it can be supported by games. In this exploratory study, researchers examined the relationship between students' fluency on addition with regrouping problems and playing a virtual Make 10 s game, which supports the making tens strategy for addition. After seven sessions of playing the virtual Make 10 s games, researchers found Tau–U effects from the single case design study were high for at least three of the four students. Yet, researchers were unable to conclusively determine if a functional relation existed between student accuracy for digits and answers in solving the single–digit addition with regrouping problems within one minute and students playing the virtual Make 10 games. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Preventing School Failure is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/1045988X.2022.2059432
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      – Code: eng
        Text: English
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        PageCount: 11
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      – SubjectFull: Mathematics students
        Type: general
      – SubjectFull: Fluency (Language learning)
        Type: general
      – SubjectFull: Games
        Type: general
      – SubjectFull: At-risk students
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      – SubjectFull: Students with disabilities
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      – SubjectFull: Mathematics
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              Text: 2022
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