WGU Writing The Literature Review D 180 Task 3 Educational Research,100% CORRECT

A. • Topic from Task 1A1 Mathfactfluencyconnectsthequick,effortless,andaccuraterecallofbasicmath facts of all four operations addition, subtraction, multiplication, and division. This is a fundamental skill that helps students gain mastery and advance their mathematical learning. Math fact fluency builds the skills to focus on solving complex problems (e.g: algebraic problem solving) rather than simple computation. However, many students cannot recall and retain the basic math facts. This is my proposal that I would like to research interventions and strategies designed to support students who lack this skill and struggle with math fact fluency. • Problem Statement from Task 1A2 Students in my high school Algebra 1 class struggle with basic computation due to a lack of fluency in math facts. High school Algebra 1 students must become fluent in math facts as this skill becomes especially important in solving complex mathematical problems (e.g: solving equations). Without mastering the fluency, students might struggle,getstuckinhighschoolmath,andhindertheirabilitytotacklehighschoollevel math problems, eventually impacting their learning and later high school graduation. A possible cause of this problem could be the way they are being taught. The current instructionalstrategiesbeingusedcouldbethereasonforthestudent’sinabilitytomaster math fact fluency. • Research Question from Task 1A4 Whatimpactwillthenewlyimplementedinstructionalstrategiesmakeonstudent’s ability to recall and use math facts? • Product Description fromTask1A5 Instructional intervention will be used as a product in this research. The instructional intervention will be significantly suitable for this capstone research because it will allow educators to provide focused and relevant/appropriate support to struggling students with math fact fluency. It will target the areas where a student is deficient and accustom support to aid those needs. This aligns with the problem statement because implementing an instructional intervention gives students theappropriate level of support that complements their current skill level. Every student has unique learning needs, preferences, and pace. Instructional intervention can be personalized to be compatible with the individual needs of each student. Working with students in a small group pull- out/push-insessionwithindividualizedinstructioncouldpotentiallyaddressandsolvethe issue mentioned in the problem statement. • Purpose from Task 1A6 The purpose of this research is to determine if students would improve their abilityinmathfactfluencybyimplementinginstructionalinterventioninasmallgroup setting. • Common Research Themes from Task 2C • One common research theme from the five scholastic sources I mentioned in part B is that all the sources focused on improving student math fact fluency. All five sources are based on the theme of instructional intervention strategies to help students gain proficiency in basic arithmetic fact fluency including addition, subtraction, multiplication, and division. All my five chosen sources discussed various intervention strategies(automaticitydevelopment,specificstrategicinstruction,quickrecallstrategy) to help and enhance students’ math fact fluency to proficiency/mastery level. • All five sources have used technology as a common tool for teaching and learning in a mathcontextwhichisanothercommontheme.Bothsourcethreeandsourcefourdiscuss the role of technology in math learning to improve arithmetic fact fluency. Source four explains the impact of technology on multiplication fact fluency and source three explores the intervention implementation of “Detect, Practice, and Repair”. B. B1.Introduction: An educator dreams of seeing all their students succeed in the classroom. To makeourdreamareality,wemustmeet alllearners’uniquelearningstylesandabilities. Manystudentswithdisabilities(specialneeds)struggleingeneraleducationclassrooms. Students with special needs (with IEPs) comprehend learning materials differently than neurotypical students based on their interests, preferences, and abilities. So, they require additional assistance, scaffolding, and a specific route with thoughtful teaching/planning/implementation to gain mastery of the material. In math context math fact fluency is an integral part of math education and a fundamental skill for all students to solve higher-level complex math problems quickly and correctly. There are all levels of students in a general education inclusive math classroom (advanced learning students and students with learning disabilities). The topic of this research includes how instructional intervention (differentiation) strategies can be effectively implemented in the general education classroom to improve math fact fluency for all students based on their ability level (special needs). During the exploration of works of literature on this topic, two common themes surfaced. Thefirsttheme was noticed of instructional intervention strategies (differentiation) to help students gain proficiency in basic math/arithmeticfactfluencyincludingaddition,subtraction,multiplication,anddivision. Thesecondtheme was observed use of technology as a common adaptive tool for teaching and learning in a math context based on all learner’s needs. B2.Review of Information: What is an instructional intervention? Instructional intervention assists struggling students in achieving their learning goals. Learning interventions are more than just ‘extrahelp’intheclassroomforstrugglingstudents.Ittargetstheacademicchallenges of the students across all subjects especially in math fact fluency. Educators use various instructional strategies to address the knowledge gap and empower students by developing math fact fluency skills. Learning and recalling math fact fluency is one of the foundational skills to solve complex mathematical problems, even though there are many other aspects of mathematical learning to solve real-world problems. When a learner quickly andcorrectly recalls mathematical facts,it improves theirability tosolve complex math problems and helps them gain confidence as well as reduces frustration with mathematics. Intervention is highly effective when customizing the curriculum tohelpstudentssucceedandgrowtheirmathematicalunderstandingandidentity (Freitas, 2022). Researchhasfoundthat instructional intervention ismorethanjust additionalsupport,itistargetedsupporttoengagelearnersin gaining understanding and proficiency intheirmathfact fluency. Implementing variousstrategiesininstructionasmathinterventionisanimportant component. Varieties of instructional strategies includingautomaticity development,specificstrategicinstruction,andquickrecallstrategywouldbeeffectivein increasing proficiency of student’s math fact fluency. Research has found that instruction interventions to improve math fact fluency are more effective when they are based on student’s learning needs. Intervention focuses on students with special needs and appropriate strategies for instruction addressing the needs of neurodiverse students often are directly relevant to teachers’ craft who will benefit from the specific teaching approaches. Specific learning approaches would be based on each student’s learning needs. Learning growth and needs (strengths and weaknesses) can be figured out by implementing accurate and functional assessment which is a crucial part of identifyingthe learning gap. This is a deciding factor for educators in choosing their intervention strategy (Morano, Randolph, Markelz, & Church, 2020; Kling & Bay-Williams, 2014). Thereareresearch-basedinstructionalinterventionstrategiesthateducatorsapply in their classrooms. One of the proven and effective strategies is to practice modeling/guiding before presenting the actual problem/worksheet as an intervention strategy that leads to well-accepted intervention strategy automaticity development. Another specific strategy for instructional intervention before developing automaticity development would be feedback. Appropriate feedback at the right time will prevent learners to prevent them practicing wrong facts. Students should have ample opportunities to practice/repeat with immediate feedback to save them from practicing incorrectresponsessothattheybuildfactfluencyonanaccuratefoundation(Berrett& Carter, 2018). Automaticitydevelopmentiscrucialforobtainingmathematicalproficiency. Research has found that establishing the implementation of automaticity development is significant for students gaining mathematical proficiency. Automaticity development improves math facts recalling accurately, quickly, and effortlessly, leading to problem- solving skills, reducing the cognitive load/working memory load, and elevating the total mathematicalperformance(Stocker&Kubina,2017andBaker&Cuevas,2018).Oneof the many goals of an educator is to find and incorporate appropriate strategies for students to develop/close the targeted skill gap. Research suggests that the automaticity development instructional intervention strategy “Detect, Practice and Repair” (Poncy, Skinner, & Axtell, 2010) when aimed to remediate math fact fluency deficits of specific student groups including students with special needs (students with IEPs and learning disabilities) based on the assessment to measure.