The 1-Minute Explicit Timing Intervention: The Influence of Mathematics Problem Difficulty

By Katrina N. Rhymer, Christopher H. Skinner, S. Jackson, Stephanie L. McNeill, T. J. Smith, Bertha Jackson. 2002

94 citations recorded by the source corpus.

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Using Detect, Practice, and Repair (DPR) to Differentiate and Individualize Math Fact Instruction in a Class-Wide Setting (2013, methodology): “This suggests that future researchers should consider conducting aptitude treatment interaction or skill-development treatment interaction studies so that they could determine those who may and may not benefit from these procedures (Rhymer et al. 2002).”
Cents or Percent? The Effects of Promotion Framing on Price Expectations and Choice (2007, background): “Subtraction is a relatively easy task that results in a high level of accuracy (Rhymer et al. 2002).”
Extending Research on a Math Fluency Building Intervention: Applying Taped Problems in a Second-Grade Classroom (2009, background): “, treatment with only assessments/sprints) in students with different levels of skill development to evaluate the possibility of a skill development by treatment interaction (see Codding et al., 2007; Rhymer et al., 2002).”