Date of Award
Action Research Project
Master of Arts in Education
Curriculum and Instruction
The purpose of our research project was for kindergarten and first grade students to reach grade level proficiency in subtraction automaticity. The study took place in a public elementary school kindergarten classroom of 19 students and a first grade classroom of 18 students. The students were taught the Think Addition strategy and practiced Taped Problems to increase their subtraction fact automaticity. The data sources included an observational checklist, attendance tracking sheet, and district power point assessment and rubric. The data from the intervention showed an increase in subtraction fact automaticity. The teacher observations revealed students using the new subtraction strategy introduced during the intervention. Using the Think Addition strategy and Taped Problems helped students achieve proficiency in grade level subtraction fact automaticity.
Hanlon, Kellly Jean and Meissel, Brooke. (2014). Increasing Subtraction Automaticity using the Think Addition Strategy and Taped Problems. Retrieved from Sophia, the St. Catherine University repository website: http://sophia.stkate.edu/maed/64