Event Title

Cover-Copy-Compare with Mathematics: A Literature Review

Location

Hager-Lubbers Exhibition Hall

Start Date

19-4-2016 3:30 PM

Description

PURPOSE: The purpose of this literature review was to compile data on the effectiveness of Cover-Copy-Compare (CCC) on math fact fluency building. This poster will: (a) introduce the CCC technique, (b) highlight the relevant findings on CCC with math facts, and (c) indicate areas for future research. PROCEDURE: A literature review was conducted to find studies which used the CCC procedure to improve math fact fluency building. 19 relevant studies were found with a total of 239 participants. OUTCOME: CCC was found to be an effective and efficient intervention for math fact fluency building. It combines explicit instruction and guided practice which can be individualized and used to target specific math fact deficits. Research studies included individual, small-group and whole-class groups. IMPACT: CCC is a quick and effective intervention that could be incorporated into general education instruction as well as an intervention with smaller, at-risk students who need supplemental math fact instruction. CCC can be individualized to fit the needs of individual students so that each student can work on the math fact set that they need to master.

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Apr 19th, 3:30 PM

Cover-Copy-Compare with Mathematics: A Literature Review

Hager-Lubbers Exhibition Hall

PURPOSE: The purpose of this literature review was to compile data on the effectiveness of Cover-Copy-Compare (CCC) on math fact fluency building. This poster will: (a) introduce the CCC technique, (b) highlight the relevant findings on CCC with math facts, and (c) indicate areas for future research. PROCEDURE: A literature review was conducted to find studies which used the CCC procedure to improve math fact fluency building. 19 relevant studies were found with a total of 239 participants. OUTCOME: CCC was found to be an effective and efficient intervention for math fact fluency building. It combines explicit instruction and guided practice which can be individualized and used to target specific math fact deficits. Research studies included individual, small-group and whole-class groups. IMPACT: CCC is a quick and effective intervention that could be incorporated into general education instruction as well as an intervention with smaller, at-risk students who need supplemental math fact instruction. CCC can be individualized to fit the needs of individual students so that each student can work on the math fact set that they need to master.