The Effectiveness of a Cover-Copy-Compare App for Developing Secondary School Students’ Mathematical Procedural Fluency with Straight-Line Graphs

Bibliographic Data

ID7987091
AuthorsJacob Strau (0000-0002-2642-2311, Loughborough University, corresponding author), Colin Foster (0000-0003-1648-7485, Loughborough University), Tim Jay (0000-0003-4759-9543, University of Nottingham)
Year2025
Volume25
Issue2
Pages475-496
Publication date2025-06-01
Open AccessYes
TypeARTICLE
VenueCanadian Journal of Science Mathematics and Technology Education (JOURNAL)
Journal identifiersISSN: 1492-6156 • E-ISSN: 1942-4051
PublisherSpringer Science+Business Media (PUBLISHER • DE)
DOI10.1007/s42330-025-00381-1
PMID41210194
OpenAlexW4414017424
LanguageEN
References cited49

Cover-copy-compare (CCC) is a simple, self-managed process that enables students to develop fluency in important facts and procedures through modelling, practice and corrective feedback. CCC has been studied at primary-school-level mathematics, but not with the complex, multi-step kinds of procedures used at secondary school (age 11 and above). This paper reports on a randomised controlled trial involving 224 students (ages 14–16) comparing a novel CCC app to a non-CCC app. Both apps used similar technological environments to teach students how to find the equation of a straight line given two points. We found that students using the CCC app improved their procedural fluency more than those completing standard exercises did. We conclude that CCC has the potential to be used in secondary education and offer suggestions for future research

Cover (algebra · Fluency · Geometry · Line (geometry · Mathematics education · Pedagogy · Science education · Cognitive and developmental aspects of mathematical skills · Computer Science · Engineering · Innovative Teaching and Learning Methods · Mathematics · Mathematics Education and Teaching Techniques · Psychology

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