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.

Using research in teaching: Some factors associated with pupils' performance levels on simple open addition and subtraction sentences

1971 ◽  
Vol 18 (7) ◽  
pp. 513-519
Author(s):  
J. Fred Weaver
Keyword(s):  
Performance Levels ◽  
Whole Numbers ◽  
Factors Associated ◽  
Early School ◽  
Addition And Subtraction ◽  
Basic Facts

During the early school years, children's introduction to various aspects of addition and subtraction of whole numbers takes place within the context of “basic facts.”1

Learning Strategies for Addition and Subtraction Facts: The Road to Fluency and the License to Think

2004 ◽  
Vol 10 (7) ◽  
pp. 362-367
Author(s):  
Lisa Buchholz
Keyword(s):  
Learning Strategies ◽  
First Grade ◽  
Second Grade ◽  
First Year ◽  
Mental Computation ◽  
The Road ◽  
Finger Counting ◽  
Addition And Subtraction ◽  
Basic Facts ◽  
Subtraction Facts

Teaching the basic facts seemed like the logical thing to do. Wouldn't a study of the basic facts make mathematics computation much easier for my students in the future? How could I help my students memorize and internalize this seemingly rote information? How could I get rid of finger counting and move on to mental computation? As I embarked on my first year of teaching second grade following many years of teaching first grade, these questions rolled through my head.

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

Using Hand Signs to Teach Basic Facts

1983 ◽  
Vol 31 (1) ◽  
pp. 38-41
Author(s):  
Carol LaSasso ◽  
Philip L. Mackall
Keyword(s):  
Deaf Children ◽  
Deaf Student ◽  
Addition And Subtraction ◽  
Basic Facts ◽  
Subtraction Facts

The procedure that is described in this article was developed several year ago for use with 12-to-15-year-old deaf student who could not remember basic addition and subtraction facts. Since its development, the procedure has been used successfully with numerous deaf children between the age of 8 and 17 years.

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.

Using Patterns to Practice Basic Facts

1990 ◽  
Vol 37 (8) ◽  
pp. 38-41
Author(s):  
Miriam M. Feinberg
Keyword(s):  
Number System ◽  
Use Patterns ◽  
Finger Counting ◽  
Mathematical Problems ◽  
Addition And Subtraction ◽  
Insurmountable Problem ◽  
Basic Facts ◽  
Subtraction Facts

Memorizing the basic addition and subtraction facts becomes an insurmountable problem for many pupils, and finger counting remains their basic counting tool in the middle and upper grades. However, if they recognize and use patterns, they can develop a better understanding of the number system. An understanding of patterns then becomes an important tool as they progress to increasingly complex mathematical problems.

Promoting Meaningful Mastery of Addition and Subtraction

2003 ◽  
Vol 9 (6) ◽  
pp. 354-357
Author(s):  
Kristian B. Postlewait ◽  
Michelle R. Adams ◽  
Jeffrey C. Shih
Keyword(s):  
Conceptual Understanding ◽  
Mathematics Curriculum ◽  
Number Sense ◽  
Primary Grades ◽  
Mathematical Learning ◽  
Computational Fluency ◽  
Addition And Subtraction ◽  
Problem Solvers

The development of number sense and computational fluency should be an integral part of the mathematics curriculum. Because other areas of the curriculum such as data and measurement are closely related to and sometimes dependent on these skills, students must have a firm foundation in number. Teachers should provide activities and experiences that develop a conceptual understanding of number and operations, instead of focusing on the memorization of rules and procedures. Meaningful mathematical learning then can occur. When left to use strategies that are natural for them, children are wonderful problem solvers and are able to make sense of numbers in their world. This article focuses on the development of number sense in the primary grades using the ideas of Kathy Richardson (1999).

Problems with the Basic Facts May Not Be the Problem

1985 ◽  
Vol 33 (3) ◽  
pp. 17-18
Author(s):  
Robert D. Brumfield ◽  
Bobby D. Moore
Keyword(s):  
Mathematics Teachers ◽  
Basic Number ◽  
Addition And Subtraction ◽  
Basic Facts ◽  
Number Facts

When mathematics teachers in grades 3–6 are asked why their students have difficulty with the addition and subtraction algorithms, many respond that the chief reason is that children do not know their basic number facts. It is true that in some cases students do not know their basic facts, and this would certainly inhibit their progress in mathematics. However, there may be other reasons.

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