TouchMath and Addition Computational Fluency: The Effects of Mathematics Instruction Incorporating the TouchMath Program on Addition Computational Fluency in a Third-Grade Classroom

Chelsea Ullrich, M.A.T. University of Arkansas

The purpose of this study was to determine the effects of mathematics instruction incorporating the TouchMath program on addition computational fluency in a third grade classroom. The intent was to determine if teaching students how to touch points on numerals which correspond with that number, improves their ability to add quickly and correctly. The study was conducted over eight weeks, 30 minutes a day, four days a week. Pretests, posttests, daily and weekly testing and timed tests were used to evaluate student progress. The results indicate:

  • TouchMath leads to an increase in math fluency. Prior to the study, the mean addition computational fluency score of participants measured by the M-CBM was 75. After the intervention the mean score was 101
  • TouchMath leads to increased math fluency regardless of gender, first language spoken, or regularity of school attendance
  • TouchMath is the only alternative system that uses TouchPoints and it is the use of the TouchPoints that is the key to student success
  • The TouchMath program improves students’ attitude toward math

In summation, the author recommends “mathematics instruction incorporating the TouchMath program be implemented in lower elementary classes because using the touchpoints on numerals bridges the gap between concrete experiences and abstract concepts”.