2020 Student Research Conference:
33rd Annual Student Research Conference

How Do Culturally Responsive Teaching Practices Impact Student Fact Fluency?

Emily N. Kickham♦
Dr. Christopher Maglio and Dr. Wendy Miner, Faculty Mentors

This research was conducted to explore the impact of culturally responsive teaching practices on the development of automaticity when answering addition math facts. Previous research has shown the importance of the automatic recall of math facts in building number sense and building a base for future mathematical learning. By using culturally responsive teaching, this study aimed to give students hands-on and appropriate practice to build understanding and automaticity in mathematic addition doubles facts. These practices were evaluated in a third-grade classroom setting with a group of four students. After seven small group sessions, three out of four students were completely automatic in answering doubles addition facts.

Keywords: culturally responsive teaching, automaticity , fact fluency, achievement gap


Presentation Type: Oral Presentation

Session: TBA
Location: TBA
Time: TBA

♦ Indicates Truman Graduate Student
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