Introduction

Student engagement is one of the many key components that can promote academic achievement. If a lesson is boring, students will lose interest during instruction. On the other hand, if a lesson is too confusing for an individual, then this particular student might mentally check out as well. Delivery of instruction is another component that connects with achievement and engagement. If a lesson is not meeting the needs of all learners, then individuals can check out or give up if content is too easy or too hard. Lastly, knowing multiplication facts is a key component that students must know when it comes to practicing math content. If students do not know basic math facts from all operations, students can lose engagement and perform poorly when showing mastery of content. The purpose of this literature review is to determine if guided math rotations can increase fact fluency, student engagement, and overall academic achievement in math.

In this paper, multiple case-studies have been researched in order to determine the best practices that can be applied to math rotations. When it comes to rotations, there is no prescribed number of groups that educators must have, and the number can vary due to class size or abilities. Math rotations consisting of note-taking, fact practice, and differentiated learning can promote engagement and achievement as students can collaborate with students of similar abilities, practice math facts that will be used in all math instruction, and take notes on the topic before guided practice. In this review, strengths and weaknesses will be examined on topics of differentiated learning, note-taking strategies, and fact fluency strategies.