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Current View
The development of math fact fluency and automaticity is a core requirement for later success in advanced
mathematics (Nelson, Parker, & Zaslofsky, 2016; Steel & Funnell, 2001). To be considered fluent and automatic,

a student must be able to rapidly recall the correct solutions to basic math operations including addition,

subtraction, multiplication, and division (Geary, 2011). Despite the importance of developing these skills,

several national groups, including the 2008 National Mathematics Advisory Panel, have found that “few

curricula in the United States provide sufficient practice to ensure fast and efficient solving of basic fact

combinations and execution of the standard algorithms.” (NMAP, 2008)

Given this context, Imagine Math Facts is designed to improve math fact fluency and automaticity in

elementary age students by differentiating instruction for each student. The game-based program provides

repeated and focused practice on previously unlearned math facts with constant and immediate feedback

while maintaining engagement through exciting and rewarding gameplay.

During the 2018-2019 school year, a southern Texas school implemented Imagine Math Facts in first through

third grades to help improve addition, subtraction, and multiplication fact fluency and automaticity. Since

students typically need only 6-10 weeks to complete all Imagine Math Facts exercises for each math fact

family (addition, subtraction, etc.), students practiced different math fact families in each semester. During

the first semester, first and second grade students practiced addition while third grade students practiced

subtraction in the program. In the second semester, first and second grade students practiced subtraction

while the third graders worked on multiplication.

To determine the impact of using the Imagine Math Facts program, teachers administered 3-minute, 100-ques
-
tion math fact tests at the beginning and end of each semester. Students were instructed to complete as

many problems as possible within the time limit. The number of correct responses was used as the final score.

Imagine Math Facts:

Background

Study Procedures

Imagine Learning Research Department

research@imaginelearning.com | 801.377.5071

T E XA S C A S E ST U DY | I M AG I N E M AT H FAC TS

Significantly Improved Math Fact

Fluency and Automaticity

Results

Students using Imagine Math Facts logged approximately two hours on average in the program during both the

first and second semesters.
T E XA S C A S E ST U DY | I M AG I N E M AT H FAC TS
Imagine Learning Research Department

research@imaginelearning.com | 801.377.5071

Figure 1 presents the average pre- and post-test scores by grade for students who used Imagine Math Facts

during each semester of the 2018-2019 school year. Students in all three grade levels experienced significant

improvements in math fact fluency and automaticity after using the program. Figure 2 demonstrates the positive

correlation between progress within the Imagine Math Facts program and change in performance between the

pre- and post-tests.

10
10
20
20
30
30
40
40
0
0Grade 1:
Addition

Grade 1:

Subtraction

Average Score

Average Score

Grade 2:

Addition

Grade 2:

Subtraction

Grade 3:

Subtraction

Grade 3:

Multiplication

Pre-test
Post-test Pre-test Post-test
Figure 1.
Average Pre- and Post-Test Performance by Grade.
Semester 1
Semester 2
The results show students using the program in this Texas school during the 2018-2019 school year experienced

signficant improvements in math fact fluency and automaticity as demonstrated by performance on the 100-ques
-
tion math facts assessments. Given these findings, we would expect comparable results for other students who

use the Imagine Math Facts program with fidelity.

Geary, D. C. (2011). Cognitive predictors of achievement growth in mathematics: A 5-year longitudinal study. Developmental Psychology,

47(6), 1539-1552. doi:10.1037/a0025510

National Mathematics Advisory Panel (2008). The Final Report of the National Mathematics Advisory Panel. Washington, DC.

Nelson, P. M., Parker, D. C., & Zaslofsky, A. F. (2016). The Relative Value of Growth in Math Fact Skills Across Late Elementary and Middle

School. Assessment for Effective Intervention, 41(3), 184-192. doi:10.1177/1534508416634613

Steel, S., & Funnell, E. (2001). Learning multiplication facts: a study of children taught by discovery methods in England. J Exp Child Psychol,

79(1), 37-55. doi:10.1006/jecp.2000.2579

References

Figure 2.
Correlation between Percent Progress in the Imagine Math
Facts Program and Average Post-Test Performance.

Semester 1
Semester 2Pearson's R = 0.46
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Average Score Growth
0 20 40 60 80 100 Percent Progress in Program
Semester 1
Pearson's R = 0.34
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0 20 40 60 80 100 Percent Progress in Program
Semester 2
Pearson's R = 0.46
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Average Score Growth
0 20 40 60 80 100 Percent Progress in Program
Semester 1
Pearson's R = 0.34
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0 20 40 60 80 100 Percent Progress in Program
Semester 2
Pearson's R = 0.46
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Average Score Growth
0 20 40 60 80 100 Percent Progress in Program
Semester 1
Pearson's R = 0.34
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0 20 40 60 80 100 Percent Progress in Program
Semester 2
Pearson's R = 0.46
-20
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Average Score Growth
0 20 40 60 80 100 Percent Progress in Program
Semester 1
Pearson's R = 0.34
-20
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0
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0 20 40 60 80 100 Percent Progress in Program
Semester 2
Pearson's R = 0.46
-20
-10
0
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70
Average Score Growth
0 20 40 60 80 100 Percent Progress in Program
Semester 1
Pearson's R = 0.34
-20
-10
0
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70
0 20 40 60 80 100 Percent Progress in Program
Semester 2
Pearson's R = 0.46
-20
-10
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70
Average Score Growth
0 20 40 60 80 100 Percent Progress in Program
Semester 1
Pearson's R = 0.34
-20
-10
0
10
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60
70
0 20 40 60 80 100 Percent Progress in Program
Semester 2
Pearson's R = 0.46
-20
-10
0
10
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30
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50
60
70
Average Score Growth
0 20 40 60 80 100 Percent Progress in Program
Semester 1
Pearson's R = 0.34
-20
-10
0
10
20
30
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50
60
70
0 20 40 60 80 100 Percent Progress in Program
Semester 2
Pearson's R = 0.46
-20
-10
0
10
20
30
40
50
60
70
Average Score Growth
0 20 40 60 80 100 Percent Progress in Program
Semester 1
Pearson's R = 0.34
-20
-10
0
10
20
30
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60
70
0 20 40 60 80 100 Percent Progress in Program
Semester 2
Pearson's R = 0.46
-20
-10
0
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60
70
Average Score Growth
0 20 40 60 80 100 Percent Progress in Program
Semester 1
Pearson's R = 0.34
-20
-10
0
10
20
30
40
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60
70
0 20 40 60 80 100 Percent Progress in Program
Semester 2
Pearson's R = 0.46
-20
-10
0
10
20
30
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50
60
70
Average Score Growth
0 20 40 60 80 100 Percent Progress in Program
Semester 1
Pearson's R = 0.34
-20
-10
0
10
20
30
40
50
60
70
0 20 40 60 80 100 Percent Progress in Program
Semester 2
Pearson's R = 0.46
-20
-10
0
10
20
30
40
50
60
70
Average Score Growth
0 20 40 60 80 100 Percent Progress in Program
Semester 1
Pearson's R = 0.34
-20
-10
0
10
20
30
40
50
60
70
0 20 40 60 80 100 Percent Progress in Program
Semester 2
Pearson's R = 0.46
-20
-10
0
10
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30
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50
60
70
Average Score Growth
0 20 40 60 80 100 Percent Progress in Program
Semester 1
Pearson's R = 0.34
-20
-10
0
10
20
30
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60
70
0 20 40 60 80 100 Percent Progress in Program
Semester 2
Pearson's R = 0.46
-20
-10
0
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60
70
Average Score Growth
0 20 40 60 80 100 Percent Progress in Program
Semester 1
Pearson's R = 0.34
-20
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0
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70
0 20 40 60 80 100 Percent Progress in Program
Semester 2

0
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020 2040 40
Percent Progress in Program
Percent Progress in Program
Pearson’s R=0.46
Pearson’s R=0.34
Average Score Growth

Average Score Growth

60
6080 80100 100