This study was conducted to determine the impact of the routine practice of math operations utilizing digital devices on computational fluency in elementary education. Students working with computers or handheld devices practiced automaticity of basic operations on a regular basis, supplementing regular instruction and practice in the classroom. A control group of another school with similar academic and socioeconomic conditions was used for comparison purposes. The study focus was to measure fluency on addition and subtraction at third grade complexity according to state standards. An assessment was given to all the students to compare levels of skill development between the experimental group that utilized electronic devices to practice math operations and the control group that worked in standard classroom settings, with the absence of supplemental digital-based resources.

Keywords : Computational Fluency, Elementary Education, Mathematics