Effects of high-preference single-digit mathematics problem completion on multiple-digit mathematics problem performance.

Shearn et al. (1997) tested a quick warm-up trick. They gave two students three easy, favorite single-digit multiplication problems right before hard triple-digit ones.

They measured how long kids hesitated before starting the hard set. The design was single-case, so each kid served as their own control.

Both students started the tough problems faster after the quick wins. The high-preference lead-in cut initiation latency.

No numbers were reported, but the drop in dawdling was clear enough to claim a positive finding.

Goodwin et al. (2012) ran a direct replication. They also saw faster starts, but work speed barely budged. The 2012 sample had emotional/behavioral disorders, so the trick still cuts latency even when kids act out.

Reid et al. (2003) swapped the fixed three-problem warm-up for a contingent setup: preschoolers got a favorite task only after a correct response. Three of five kids improved accuracy, showing the momentum idea works across ages and designs.

Enders et al. (2025) took a different road. They used precision-teaching frequency building instead of warm-ups and got big gains in algebra fluency. Their success shows momentum is one path; fluency building is another.

Start every math session with two or three problems you know the student likes. Pick ones they can finish in under 30 seconds. This tiny warm-up costs nothing and shaves seconds off the pause before harder work. Keep expectations narrow: you gain quicker starts, not faster overall rates. Pair the trick with fluency drills or contingent rewards if you want more later.