From the Classroom: Facts + Fun = Fluency

2005 ◽  
Vol 12 (1) ◽  
pp. 8-11
Keyword(s):  
Mathematics Education ◽  
Classroom Teachers ◽  
Computational Fluency ◽  
Use Of Time ◽  
Mathematics Skills ◽  
Basic Facts

How many times have we heard our students' mathematics skills and mastery of basic facts called into question? This topic arises in conversations with both parents and colleagues because of the role that basic facts played in their own mathematics education. Our challenge as classroom teachers is to provide students with activities that will help them improve their computational fluency but also are engaging, make efficient use of time, and are self-motivating. This article shares several activities that have proven successful in my own classroom and are easily adaptable to different age levels of children. Contig, the 24 Game, and Number Jumbler have been favorites of my students for more than ten years.

Teaching without Telling: Computational Fluency and Understanding through Invention

2005 ◽  
Vol 11 (8) ◽  
pp. 404-412
Author(s):  
Daniel Heuser
Keyword(s):  
Second Grade ◽  
Successful Implementation ◽  
Classroom Teachers ◽  
Computational Fluency ◽  
Second Grade Students

First– and second–grade students work in a simulated candy factory to learn to add and subtract fluently and with understanding. A goal of this project was to encourage children's inventions of numerical computational strategies. The author describes ways for classroom teachers to achieve this goal and others through the successful implementation of this project.

What's Going On…

1974 ◽  
Vol 21 (7) ◽  
pp. 599-600
Keyword(s):  
Early Childhood ◽  
Mathematics Education ◽  
Early Childhood Education ◽  
Learning Experiences ◽  
Early Learning ◽  
Concept Development ◽  
Classroom Teachers ◽  
Early Childhood Mathematics ◽  
Affective Development ◽  
Childhood Education

Classroom teachers, curriculum spectal ists, administrators, and others interested in early childhood mathematics education are Invited to attend the NATIONAL LEADERSHIP CONFERENCE ON MATHEMATICS FOR EARLY CHILDHOOD to be held 23–25 January 1975 in Reston, Virginia. The conference, planned by the Association for Childhood Education International (ACEI) and the NCTM, will explore ways to he lp teachers (1) mathematize the young child's environment; (2) understand the child's cognitive, language, and affective development with respect to mathemat ical learning; (3) assess the child's level of concept development in order to plan appropriate mathemat ical learning experiences for him; (4) understand the importance of continuity in early learning expe riences; and (5) review and analyze recent research relevant to mathemat ics in early childhood education. For further information, write to the NCTM Headquarters Office, 1906 Association Drive, Reston, VA 22091.

Enriching Addition and Subtraction Fact Mastery through Games

2014 ◽  
Vol 21 (4) ◽  
pp. 238-247 ◽  
Author(s):  
Jennifer M. Bay-Williams ◽  
Gina Kling-
Keyword(s):  
Computational Fluency ◽  
Early Grades ◽  
Addition And Subtraction ◽  
Basic Facts

Becoming fluent with basic facts is developmental. Use games infused with a focus on acquisition of strategies to help students in the early grades progress to computational fluency.

Developing Computational Fluency with Basic Facts

RtI in Math ◽  
2014 ◽  
pp. 152-183
Author(s):  
Linda L. Forbringer ◽  
Wendy W. Fuchs
Keyword(s):  
Computational Fluency ◽  
Basic Facts

Research Advisory Committee: Reflecting on Practice: New Directions for NCTM Research Sessions

1994 ◽  
Vol 25 (4) ◽  
pp. 371-374
Keyword(s):  
Mathematics Education ◽  
Advisory Committee ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Classroom Teachers ◽  
College Teachers ◽  
Teachers College ◽  
New Directions ◽  
Staff Developers ◽  
Mathematics Teaching And Learning

There are many communities that are vital to the improvement of mathematics education—among them, classroom teachers, college teachers, staff developers, curriculum supervisors, mathematicians, and researchers. These communities all have important contributions to make to the ongoing reform of mathematics teaching and learning, but they do not always have language, mechanisms, or opportunities to communicate with each other.

Implementing The K–4 Mathematics Standards in Kentucky

1993 ◽  
Vol 41 (3) ◽  
pp. 166-169
Author(s):  
William S. Bush
Keyword(s):  
Mathematics Education ◽  
Education Reform ◽  
School Administrators ◽  
Department Of Education ◽  
University Faculty ◽  
Classroom Teachers ◽  
Evaluation Standards ◽  
Mathematics Standards ◽  
The Past ◽  
Education Of Students

The state motto of Kentucky is “United We Stand—Divided We Fall.” Never has this creed been so evident than through the recent statewide mathematics education reform efforts in grades K–4. Over the past two years, university faculty, classroom teachers, school administrators, public policymakers, the Kentucky Department of Education, and corporations have developed partnerships to initiate systemic changes in the mathematics education of students in grades K–4. These groups banded together to enact for Kentucky the vision set forth by the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989).

How many pounds of oxygen do we "eat" each day?

1996 ◽  
Vol 271 (6) ◽  
pp. S43 ◽  
Author(s):  
J Engelberg
Keyword(s):  
Learning Process ◽  
Subject Matter ◽  
Life Experiences ◽  
Use Of Time ◽  
The Subject ◽  
Basic Facts ◽  
Student Reports ◽  
Complex Methods

As teachers we feel the need to do more than merely teach basic facts and concepts. We want to make the subject matter more relevant; we would like to help integrate the various threads of the students' education and life experiences; and, finally, we wish to increase the students' interest and involvement in the learning process. There is the temptation, however, when thinking along these lines, to consider the use of time-consuming, complex methods of approach. These might involve slide presentations, videos, special lectures, special assignments, student, reports, etc: The very complexity of these approaches often reduces their effectiveness. Moreover, the time and effort required often keeps us from attempting them more than once or twice. Are simpler and more effective approaches to enrichment possible? Reflecting on our own education, many of us may recall the disproportionate impact of some revealing aside thrown by a teacher unexpectedly into an otherwise mundane lecture or discussion: perhaps a short, penetrating observation providing an unexpected perspective on what was being discussed, a bolt of lightening that briefly illuminated the dim landscape of the classroom. This we may remember when much from the course has been totally forgotten. These jewels of thought--epiphanies--can be shared by teachers to enrich, enlighten, and refresh their students and each other. The jewels we speak of need not be precious or rare. Indeed, the metaphors "a bolt of lightening" and "jewels" may mislead by their intensity and drama. Is it not in the often unexamined, simple, and humble all around us that wisdom can be found? The following is an example.

Use of Time by Teachers of Behaviorally Disordered Students: A Replication

1988 ◽  
Vol 13 (2) ◽  
pp. 89-97 ◽  
Author(s):  
Robert H. Zabel ◽  
Reece L. Peterson ◽  
Carl R. Smith
Keyword(s):  
Least Restrictive Environment ◽  
Teaching Evaluation ◽  
Classroom Teachers ◽  
Behaviorally Disordered ◽  
Resource Teachers ◽  
Use Of Time ◽  
Restrictive Environment ◽  
Delivery Models

To help evaluate the operation of the least restrictive environment mandate, the use of time by resource teachers and self-contained classroom teachers of behaviorally disordered students was examined. Teachers from three states were asked how much time they typically spend each week in teaching, evaluation, preparation and planning, consultation and indirect services, and other activities. Data for the two groups were compared with one another and with data collected 5 years earlier. No significant differences were found between resource and self-contained classroom teachers, and no changes were apparent in their use of time between 1980 and 1985. Interpretations for the absence of differences between the two delivery models include inadequate preparation of teachers to serve in different roles, administrative barriers, and preferred teaching roles of teachers of the behaviorally disordered. Suggestions for addressing these factors are offered.

Sign in / Sign up

Export Citation Format

Share Document