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| We're Talking About Practice. Practice: A Meta-Analysis of Timed Math Practice |
| Sunday, May 25, 2025 |
| 10:30 AM–10:50 AM |
| Convention Center, Street Level, 145 B |
| Area: EDC |
| Instruction Level: Intermediate |
| CE Instructor: Corey Peltier, Ph.D. |
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| We're Talking About Practice. Practice: A Meta-Analysis of Timed Math Practice |
| Domain: Applied Research |
| COREY PELTIER (University of Oklahoma), Art Dowdy (Temple University) |
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| Abstract: Educators consider many variables when designing math practice. This meta-analysis investigated one variable under educators’ control, timing. To be included, studies (a) included students in pre-k through 12th grade, (b) implemented an intervention focused on timed math practice, (c) occurred in a school-based setting, (d) measured student math performance, and (e) used a group or single-case design. Experimental designs were evaluated using the What Works Clearinghouse Procedures and Standards. Multi-level, multivariate meta-analytic models were used. The mean effect for group designs isolating timed practice was .71 (95% confidence interval = .35, 1.07) and for single-case designs was .90 (95% confidence interval = .37, 1.42). Moderator analyses indicated effects varied based on which motivational components were paired with timed practice, the amount of practice time per day, and the frequency of sessions per week. Limitations of this review include a narrow focus on specific formats of math practice and evaluating generalization. methodological limitations identified through the WWC evaluation, and limited evaluation of student perceptions of intervention components or affective changes because of the experiment (i.e., social validity). The systematic search protocol was pre-registered. |
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| Target Audience: Professionals (e.g., teachers, clinicians) that provide academic interventions to school-aged children or oversee the implementation of academic interventions within systems (e.g., schools, clinics). |
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