FASTT Math
RMC Research Summary
(For more information, please see www.tomsnyder.com.)
All of the teachers described the FASTT Math software as valuable in the spring 2007 interviews. Students were reportedly comfortable with the program, which was user friendly and effective. One teacher indicated that students worked on FASTT Math in their free time and another observed students competing to finish the program. The only criticism voiced by teachers (33%) was some students needed the entire school year to finish a single mathematical operation (of 6). That is, these students spent the year on addition with numbers 0 through 9 and did not progress to subtraction, multiplication, or division.
To determine if FASTT Math may have had a significant impact on students’ posttest scores students that used FASTT Math frequently were compared to students that used FASTT Math less frequently. The hypothesis was that students who used FASTT Math frequently would score significantly higher on the posttest compared to students that used FASTT Math less frequently. Exhibit 22 displays the math scores of the treatment group students with respect to their frequency of use of FASTT Math. The data did not support the hypothesis: students in the high-use category did not score significantly higher on the posttest compared to the pretest, nor were their posttest scores significantly higher than the scores of the students in the low-use category. In contrast students in the low-use category scored significantly (p < .05) higher on the posttest while students in the high-use category did not.
In the spring 2007 interviews the teachers explained that FASTT Math and the Math Trail projects made math enjoyable for the students, which increased their motivation.
Student Comments
“FASTT Math makes us know our addition, subtraction, multiplication and division. It is fun to try and beat the program, it makes me try harder.”
“On FASTT Math now I can answer pretty big answers and faster, too. FASTT Math is fun.”
“I will pick FASTT Math because it helps me learn my facts and not have to count on my fingers because when I get older I am going to show my children how to count so ya!”
“FASTT Math helps us remember learning the number keys. It helps us learn math, too, so we can be good at math. Even better than we already are.”
Teacher Comments
“I must say that my students very much enjoy the program and look forward to using it daily.”
“FASTT Math - My students continue to use this every day. I have seen a lot of growth in the speed of their basic skills. One student has passed addition and subtraction. Today (5/30), I had a student complete the addition section. She was so proud, it was great to watch her reaction.”
“Students look forward to their FASTT Math more now that we are multiplying. This has been a great step for them, and I see more intention in their work.”
Teacher log comment - part A: 4-13-07
“ . . . He just has a horrendous math block and states he hates math everyday. Any suggestions for him? Math class (2nd period) sets the tone for the rest of his day.”
Teacher log comment - part B: 4-17-07
“I have to share a success story with you about the young man who fights FASTT Math and anything involving math. He just took the first part of the math WASL and spent over two hours on it (worked very hard). He made the comments "Now I see why you have me doing FASTT Math" ;" I guess I don't suck at math after all." "I do like math." He had the most positive attitude I have ever seen on a WASL. Guess, although he grumbles so much, he has built himself some pretty good self-confidence without realizing it.”
Challenge with FASTT Math
“Since I have just begun the FASTT Math, the transition between groups from computer time to class work is evolving. Students don't all finish at the same time. That makes a continuous group change without clear beginning of direct instruction time clear for the students who work on computers first. Maybe I need a third activity of seat work for those who finish first. It will smooth out as students and I adjust.”