Touch Math Analysis

Before teaching Touch Math to the students, I did a pretest to see which students would benefit or need the math strategy the most. The students were tested for 1 minute on 50 addition problems then another minute on 50 multiplication problems. Afterwards, the scores were calculated, one student (student A) presented a low score compared to her peers in addition and one student (students B) presents a low score compared to his peers in multiplication. These are the two students that I chose to individually work with to teach Touch Math.
Prior to teaching the concept, I asked the educator if her students would benefit and she expressed how much this skill would benefit them. She teaches math in the classroom if students are struggling with

The pretest score was an 18/50 and the final score after touch math was a 15/50. During the practice, she had to be guided through a lot of the problems, but overall did well with the program. The statement for addition helped her remember how to approach each problem and she found the statement very helpful. I forgot to ask her to write down on the back of her sheet her response to touch math, but she verbally expressed that she enjoyed that strategy and would probably continue to use it. Looking at the scores, I asked her where she struggles the most with math and she responded, “I spent too much time thinking about the problem and making sure it is right instead of trusting my self and moving to the next problem.” This student does have a mild learning disability and after talking with the educator, the student has some home problems that are interfering with her schoolwork so right now she is having a hard time focusing at

The pretest score was 8/50 and the final score after touch math was a 20/50. During practice, the student still struggled a bit since multiplication is about knowing how to skip count, but overall he did well. The appropriate statement for multiplication helped him approach each problem and he liked that it was easy to remember. On the back of his post test the student wrote, “I like it, I was able to focus on my paper and not take the time to count on my fingers and I was about to get more done.” Student B made a large improvement and after showing him the pretest that was completed, he really enjoyed touch