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Remedial and Special Education
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Computational Fluency Performance Profile of High School Students With Mathematics Disabilities

Mary Beth Calhoon

Georgia State University, mbcalhoon{at}gsu.edu

Robert Wall Emerson

Department of Blindness and Low Vision Studies at Western Michigan University

Margaret Flores

University of Texas at San Antonio

David E. Houchins

Georgia State University

The purpose of this descriptive study was to develop a computational fluency performance profile of 224 high school (Grades 9—12) students with mathematics disabilities (MD). Computational fluency performance was examined by grade-level expectancy (Grades 2—6) and skill area (whole numbers: addition, subtraction, multiplication, division; rational numbers: fractions, decimals) using the Mathematics Operations Test— Revised (MOT-R). The findings indicated that these high school students with MD were fluent only in computational skills at the second- and third-grade levels. Computational fluency was found with most whole number basic facts in addition, subtraction, multiplication, and division. Lack of computational fluency was demonstrated on many items dealing with subtraction of multiple digits or items requiring regrouping, most multiplication and division items, and rational number items involving fractions and decimals. The results are discussed in regard to instructional programs and curriculum organization for high school students with MD.

Remedial and Special Education, Vol. 28, No. 5, 292-303 (2007)
DOI: 10.1177/07419325070280050401
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Home page
 Assessment for Effective InterventionHome page
M. B. Calhoon
Curriculum-Based Measurement for Mathematics at the High School Level: What We Do Not Know . . . What We Need to Know
Assessment for Effective Intervention, September 1, 2008; 33(4): 234 - 239.
[Abstract] [PDF]