Enhancing arithmetic and word problem solving skills efficiently by individualized computer-assisted practice

Fluency of basic arithmetical operations is a precondition for mathematical problem solving. However, training of skills plays a minor role in contemporary mathematics instruction. We propose individualization of practice as a means to improve its efficiency, so that the time spent with training of skills is minimized. As a tool to relieve teachers from the time consuming tasks of individual diagnosis, selection of problems, and immediate feedback, we have developed adaptive training software. We evaluated the application of the software in two naturalistic studies with 9 third-grade classes. Results show that even a moderate amount of individualized practice is associated with large improvements of arithmetic skills and problem solving, even after a follow-up period of three months.