| This action research examines the use of digital game-based interventions on an iPad platform to improve the addition and subtraction fluency and automaticity skills of a classroom of 4th grade students in an urban public school. Students that participated included English Language Learners, learning support students, students in homeless situations, and many other challenging situations. Participants were given five weeks of interventions through the FASTT Math fluency program as well as weekly progress monitoring. The results indicated that every student showed some form of growth in multiple skill areas. Many participants showed significant growth in at least one skill area. Students also responded to survey questions about the intervention program with enthusiasm and positive comments. These findings have validated the use of apps as an effective intervention in the classroom setting. |
