More information about this intervention can be found at: https://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/self_management_math_SAFI.pdf
A previous post described the merits of using “Folding-In” as an intervention related to reading. This general concept of creating known and unknown flashcards and sorting them until mastery can also be applied to mathematics. Specifically, Self-Administered Folding-In is a common intervention script that can assist students in developing their fluency in basic math facts. For this intervention, flash cards are made with the math fact to be practiced on the front, and the answer on the back. Similar to in reading, these cards are sorted into “known” and “unknown” piles in accordance with a baseline procedure or with a prior assessment of knowledge. As in the reading version, the student creates a pile of 7 known and 3 unknown facts, and writes the answer on a dry erase board. If the answer is given within 3 seconds, it is considered known. Students repeat this process with all 10 cards until mastery. This is a brief summary of this intervention, but more detailed instructions are available at the link at the top of this page, including a checklist of the intervention’s steps for students, as well as a log of their mastered facts. This intervention is also a result of the Shapiro “Academic Skills Workbook” (cited below) and can be easily adapted to use with a tutor or instructor if the student is unable to self-manage their own work. Another example of an intervention script, for use with peers, can be found at:
Shapiro, E. S. (2004). Academic skills problems: Direct assessment and intervention (3rd ed.). New York: Guilford Press.