How will students respond to the differentiated FASTT Math computer based program?

Robert A. Kuhnen

Abstract

There is a hunger for knowledge [around the world], an insistence on excellence, a reverence for science and math and technology and learning. That used to be what we were about. That’s what we’re going to be about again.-Barack Obama (Jones, 2009) The purpose of this research project, which targets the FASTT Math program, was threefold. First, the researcher sought to establish baseline data that recognized deficits in math fluency among students receiving special education services as compared to those who did not have deficits. The researcher collected data through a two-part assessment involving present knowledge of math facts and the fluency of accurate responses. Next, after establishing baseline data, the researcher demonstrated the ten-minute FASTT Math sessions to students in hopes that this modeling would increase their confidence and, in turn, set them up for success and measured their progress. Finally, the researcher sought to establish rationale for expanding the FASTT Math program into general education programs by means of differentiation, as the researcher believed that all students who struggle with math fluency should have access to technology that can build their math fluency.