This purpose of this quasi-experimental, ex-post facto study was to examine the effect of SpringMath as a classwide intervention for students in grades kindergarten through second grade within one elementary school. In order to research the effects of SpringMath on the whole-number computational fluency of kindergarten through second grade students in a general education setting, this study was guided by the following research questions: (1) Are there significant differences in student performance, as measured by their Acadience Math composite scores, between kindergarten, first, and second graders who participated in SpringMath and those who did not? and (2) Are there significant differences in student performance after participating in SpringMath, as measured by subtests on Acadience Math, by each grade level as noted in the subtests? Student outcome data from the 2023 and 2024 Acadience Math winter benchmarks was retrieved ex post facto and analyzed using a series of independent-samples t-tests and a two-way ANOVA to determine if there are significant differences between the students who participated in SpringMath and students who did not participate in SpringMath. The results of independent-samples t-tests by grade level revealed that there was no significant difference in the mean composite score between students who participated in SpringMath and students who did not participate in SpringMath. However, statistically significant increases were found in kindergarten students' number identification fluency and first grade students' computational fluency. These findings suggest classwide intervention with a research-based protocol can be used to improve students' whole-number computational fluency. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]