Math fact fluency check and coaching

Please provide evaluation, instruction and practice through an interesting, game-based approach. Because of its full adaptability, students make personalized guidance which they are required to succeed

Through instant coaching, coach pennies help students prepare for the success of Reflex games using real family approaches

Through a variety of exciting and fast-paced games, students need to answer mathematical facts to succeed and students quickly build reflexive mathematical fluency.

Students earn tokens through efforts and progress. You can use income to customize Avatar's clothing and accessories, or decorate progressive trees.

Fast mathematics provides students with a spontaneous understanding of how to improve the fluency of basic digital facts and the ability to count and solve problems. For example, we can not know all the possible additional facts about numbers less than 100. If such a problem occurs during the game, the user needs to combine the facts of these practices and the solution of the problem. In the additional Extreme example, question 16+? = 45 is almost certainly not a mathematical fact of memory, but can be solved by looking at 16 + 30 = 46, therefore 16 + (30 - 1) = 45. Therefore, the answer should be 29. Facts and problem solving methods, student mathematical thinking can improve fluency and experience

Many students with learning problems lack proficiency in basic digital facts and can not maintain and maintain the facts of mathematics fluently. Considering that many students with learning problems show the importance of these skills to the lower level mathematical skills and overall mathematical scores, comprehensive programming is based on basic mathematical facts It is needed to teach. Susan Miller, one of my PhD students at the University of Florida, is also interested in finding effective mathematics teaching methods. In her thesis, he designed a study involving the use of specific representative abstraction (CRA) instructional procedures to help students understand regional values. As a result of the investigation, student 's success and excitement in the course, and the enthusiasm of the teacher in the CRA instruction order, Don Deshler and Jean Schumaker encouraged and supported the creation of a strategic mathematical series.