The Effects of Direct Instruction Flashcards and Rewards with Math Facts at School and in the Home - Acquisition and Maintenance

Aug 29, 2026

Study evaluates Direct Instruction (DI) flashcard procedures combined with instructional strategies and rewards to improve multiplication fact accuracy for two elementary students using a single-subject replication design across sets of multiplication facts. Findings show measurable improvement in mathematics performance for each participant, with follow-up data indicating maintenance of treatment effects over time. Pre- and posttest results also demonstrate generalization to correct written math facts, supporting use of DI flashcards in resource room and home settings.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Introduction

Importance of Multiplication Fact Mastery

Instructional Background: Direct Instruction Flashcards

Procedure and Intervention Overview

Results and Maintenance

Generalization to Written Facts

Discussion: School and Home Implementation

| Vol. 1, No. 2 | Nov 20, 2012 | ISSN 2167-3454 | | --- | --- | --- | The Effects of Direct Instruction Flashcards and Rewards with Math Facts at School and in the Home: Acquisition and Maintenance Zennetta Mann, T. F. McLaughlin, Randy Lee Williams, K. Mark Derby, Department of Special Education, Gonzaga University Mary Everson, Spokane Public Schools The purpose of the present study was to evaluate the effects of Direct Instruction (DI) flashcard procedure, combined with strategies and rewards on multiplication fact accuracy of two elementary school-age students. A single subject replication design across three and four sets of multiplication facts was used to evaluate outcomes. The results indicated improvement in math performance for each participant. Follow-up data indicated maintenance of treatment effects over time. Finally, pre and posttest outcomes found generalization to correct writing of math facts for each participant. The benefits of employing DI flashcards in a resource room or home were discussed. Keywords: flashcards, elementary school, public school, math facts, rewards, DI flashcards, learning disabilities, at-risk students, home, school, parent The Effects of Direct Instruction Flashcards and Rewards with Math Facts at School and In a Home: Acquisition and Maintenance Math is extremely important in our culture, and understanding the concepts and strategies of it is highly important in order to be a contributing member of society (Cipani, 1988; McClosky & Macaruso, 1995 ; Montague, 2007) . The comprehension of mathematics demands practice of the subject and realizing the patterns and relationships amongst numbers (Cruikshank, 1992) . Today there are about 5 to 8% of students who have memory or other cognitive deficits that interfere with their ability to acquire, apply or master mathematical conceptsand skills; using flashcards may help to overcome this challenge (Geary, 2004) . Even minimum wage jobs such as janitorial work, positions in fast food restaurants, and lawn care, use math. Without mastery of basic multiplication facts, students are likely to struggle THE JOURNAL OF SPECIAL EDUCATION APPRENTICESHIP 2 during their educational career and experience higher dropout rates then their peers that have mastered basic math facts. Many students lacking mastery may experience difficulty functioning productively in today’s global economy (Lerner & Johns, 2008, 2011 ; Lloyd, 1978) . Furthermore, the increased cost of living and instable economy make it difficult to survive on minimum wage due (Thompson, Bourget, & Brown, 2010) . An increased knowledge in math could provide better job opportunities, thus allowing individuals to live a more comfortable lifestyle (Greenwood, 1991) . We use math on a daily basis. For example, when going to the grocery store or shopping for clothes people use math addition, subtraction and multiplication when deciding how much they have to spend, how much they are going to spend, and in calculating discounts and taxes. By learning mathematics an individual will be capable of doing that accurately and with confidence (Cipani, 1988) . According to Curico (1999),“learning basic facts is not a prerequisite for solving problems, but learning facts becomes a necessity to solve problems that are meaningful, relevant, and interesting to learners (p. 282) . “When schools and students try to get around learning the facts, the results are failure (Curico, 1999) . Difficulties in learning math are common in both special educations as well as in general education classes (Garnett, 1998) . Basic math skills learned throughout the primary years are critical for students to learn and understand how to complete advanced mathematical concepts (Lerner & Johns, 2011) . Students who struggle with the knowledge and understanding of basic facts will easily become frustrated and will most likely give upon doing math assignments altogether. significantly behind in the knowled

FAQs

What was the purpose of this study?

To evaluate the effects of a Direct Instruction (DI) flashcard procedure combined with strategies and rewards on multiplication fact accuracy.

How was the study designed?

It used a single-subject replication design across three and four sets of multiplication facts to assess outcomes.

What did the results show about learning and retention?

Participants improved in math performance, and follow-up data indicated maintenance of treatment effects over time.

Aug 29, 2026

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