RESOURCES
for
Ep 30. Math fluency matters with Brian Poncy
The transcript for this episode is here.
You can listen to the episode here: Chalk & Talk Podcast.
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Brian Poncy’s math program and book
M.I.N.D (Measurements and Interventions for Numeracy Development)
Effective Math Interventions: A Guide to Improving Whole-Number Knowledge by Robin Codding, Robert Volpe and Brian Poncy​​​​​​​​​​​
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​Articles and resources mentioned in the episode
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Learning rate [00:02:42]
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​Skinner, C. H., Fowler, K., Cates, G. L., Poncy, B., Duhon, G. J., Solomon, B. G., & Belfiore, P. J. (April, 2023). Improving learning science: Evaluating and comparing academic interventions using measures of learning speed. Psychology in the Schools. https://doi.org/10.1002/pits.22931
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Engagement [00:08:45]
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​Pavlov, A., Duhon, G., & Dawes, J. (2023). Examining the Impact of Task Difficulty on Student Engagement and Learning Rates. Journal of Behavioral Education, 32, 527-542. https://doi.org/10.1007/s10864-021-09465-y​​​​​​​​
Interspersal research [00:09:25]
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Skinner, C. H. (2002). An Empirical Analysis of Interspersal Research: Evidence, Implications, and Applications of the Discrete Task Completion Hypothesis. Journal of School Psychology, 40, 347-368. https://doi.org/10.1016/S0022-4405(02)00101-2
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Instructional criteria [00:18:00]
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Burns, M. K., VanDerHeyden, A. M., & Jiban, C. L. (2006). Assessing the instructional level for mathematics: A comparison of methods. School Psychology Review, 35(3), 401-418. https://doi.org/10.1080/02796015.2006.12087975
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Dosage study [00:30:00]
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Duhon, G. J., Poncy, B. C., Krawiec, C., Hervey-Ellis, N., Davis, E., & Skinner, C. H. 2022). Toward a More Systematic Evaluation of Intervention: A Dose Curve Analysis of an Explicit Timing Intervention. School Psychology Review, 1-11. https://doi.org/10.1080/2372966X.2020.1789435
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Intensity study [00:34:00]
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Duhon, G. J., Mesmer, E. M., Atkins, M. E., Greguson, L. A., & Olinger, E. S. (2009). Quantifying intervention intensity: A systematic approach to evaluating student response to increasing levels of intervention intensity. Journal of Behavioral Education, 18(2), 101–118. https://doi.org/10.1007/s10864-009-9086-5
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Distributed practice [00:38:00]
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Schutte, G. M., Duhon, G. J., Solomon, B. G., Poncy, B. C., Moore, K., & Story, B. (2015). A comparative analysis of massed vs. distributed practice on basic math fact fluency growth rates. Journal of School Psychology, 53(2), 149–159. https://doi.org/10.1016/j.jsp.2014.12.003
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Feedback study [00:39:00]
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​​Duhon, G. J., House, S., Hastings, K., Poncy, B., & Solomon, B. (2015). Adding Immediate Feedback to Explicit Timing: An option for enhancing treatment intensity to improve mathematics fluency. Journal of Behavioral Education, 24, 74-87. https://doi.org/10.1007/s10864-014-9203-y
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​Explicit timing [00:42:43]
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​​Fontenelle, S., Poncy, B., Solomon. B., & Schutte, G. (2022). A Comparison of Taped Problems and Explicit Timing Interventions on Second-Grade Students’ Digit Correct per Minute Scores. School Psychology Review. https://doi.org/10.1080/2372966X.2020.1823796
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Credit to Brian Poncy and Jazmin Boisclair for this helpful resource page.​