The Impact of Three Math Interventions on Number Fact Knowledge among Elementary School Students: Emphasis on Students with Lower Math Abilities

This study examined the impact of three math interventions on students with lower math abilities (LMA) in connection to their ability to gain number fact knowledge. Grade level was also used as a variable. Sixty-five students in Grades 2-6 participated in one of the following three interventions: drill-and-practice, strategy instruction and peer-mediated practice. At the end of 10 weeks, participants completed a number fact test that consisted of addition and multiplication statements. ANOVAs were used to analyze the results for each research question. Results demonstrated that the three interventions had no significant interaction effect on the number fact knowledge gained by the students with LMA. As well, students with LMA and without LMA benefitted equally from the interventions. It was also found that there was no significant interaction between the grade of the student and the intervention used. However, all students benefitted from all three interventions.