Abstract. The COVID-19 pandemic has exacerbated mathematical proficiency gaps among students, particularly in math fact fluency and automaticity. This study addresses these gaps by investigating the effect of the Learning Support Intervention (LSI) on low-performing grade four students. Thirty-eight students were selected based on their math performance during the previous term and their math teachers’ recommendation and participated in the LSI, which was evaluated using a mixed method design combining quantitative pretest-posttest assessments and qualitative insights from focus group discussions. The results showed a significant improvement in math fact fluency and automaticity, with mean scores increasing from 49.12 to 82.61, corresponding to a shift from "Did Not Meet Expectations" to "Very Satisfactory." Key findings highlighted the LSI's effectiveness in promoting engaging learning experiences and targeted interventions without disrupting regular classes. However, challenges included venue inconsistencies and scheduling conflicts. The study underscores the importance of tailored interventions to address pandemic-induced learning gaps, emphasizing the need for adaptable and effective educational strategies to enhance mathematical proficiency.

Keywords: Automaticity; Learning support intervention for math; Math fact fluency.