Date of Award

January 2013

Degree Type

Open Access Thesis

Degree Name

Master of Arts (MA)

Department

Mathematics and Statistics

First Advisor

Lisa Whitis Kay

Department Affiliation

Mathematics and Statistics

Second Advisor

Robert John Thomas

Department Affiliation

Mathematics and Statistics

Abstract

Automaticity is defined as the process of developing fluency in mathematics and the ability to answer a basic math problem routinely. Automaticity is one of the most important skills that a student can possess in mathematics. While there are many ways that an educator can implement strategies to increase automaticity in the classroom, the purpose of this study was to determine which of these methods of implementation is more effective: requiring students to practice automaticity three times per week or requiring students to practice automaticity five times per week.

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