Most educators agree math fact fluency is beneficial, but how we get students there is always hotly debated. Timed math fact fluency practice causes some students to develop math anxiety. Racing against time doesn’t have to create fear and anxiety in children and/or adults. Student practice of unknown facts, especially against time, is both frustrating and futile unless the learner is prepared. Trained teachers can control the learning environment with good practices and preparation. Student preparation for practice and rapid recall of math facts includes consideration of learner maturation as well as targeted, distributed, and meaningful practice.
Fact fluency and computational fluency are often used synonymously, but they are not the same mathematically. Fact fluency defines how quickly a student can retrieve and release 6×8=48. Computational fluency defines how readily the student recognizes various visual presentation of numbers and their values appropriate to their grade level. Computational fluency requires students to increase numbers quickly and also break them down. In addition, how quickly does a student recognize the familial relationship of various equations? i.e. 6×8, 8×6, 48/6, 48/8, 4×12, 6x-48, (5×8)+23, 144/3, etc.
Computational fluency also includes the learner’s ability to move fluidly backward and frontward on a horizontal number line as well as up and down on a vertical number line. How quickly do they recognize the operation signs and more importantly how quickly do they intuitively know which operation to use in solving problems? Not only do they need to quickly know which direction they need to move, but do they need to move incrementally or exponentially on the number line while problem-solving?
If fact fluency is taught with effective strategies and methods, math anxiety will be relieved and computational fluency can flourish. Math fact fluency is a 3-step process while fact fluency requires at least 4-steps. Computational fluency is really what we are seeking. However, s
The three math fact fluency steps
The cerebrum of the brain is divided into four lobes: frontal, temporal, occipital, and parietal. The frontal lobe contains a person’s ability to problem solve both morally and mathematically. The frontal lobe does not reach full maturity for most people until about the age of 30 years. The other lobes (temporal, occipital and parietal) protect the frontal lobes by acting like sentinels protecting the frontal lobe from being overwhelmed.
The temporal, occipital and parietal lobes work in part to block out sights, sounds
These lobes have much to do with sensory processing, so we must appeal to the sensory memory of each lobe. Using the sense of sound, sight and touch will engage these three lobes in receiving and holding information. Once these memories are stored through sensory processing, they are easily retrieved through sensory recall using auditory, visual and tactile cues.
The designer of Math Facts Matter calls this method the see, say, hear and write method. It is an old-school method…the baby that was thrown out with the bath water. Many in education are reluctant to revisit the past, but consider the following: Today, only 1 of 10 college students can pass a basic multiplication test at 40 ppm. Fifty years ago, any sixth grader was expected to pass with 60 ppm.
Clearly, something has changed and not to our advantage. The creator of Math Facts Matter: COUNTDOWN studied the research and found a way to improve previous practices making these methods current for today’s classroom. Plus, with the use of today’s technology, instruction implementation is complete in less than 3 minutes per day!
Displaying math facts in defined ways will appeal to the occipital lobe. A fact should be displayed for an amount of time appropriate to student maturation. The older the learner, the less time the fact must be displayed for it to be captured by the brain and stored by the occipital lobe. The occipital lobe contains memories associated with and stimulated by sight.
Traditionally, we display a fact (6×8) on a flash card without the answer. That is acceptable only if the student is being assessed or playing games. The brain recognizes when the student is in practice mode and will capture an image of the equation for long-term storage. The learner will then appeal to the occipital lobe to retrieve math facts from memory using the stored image as a visual cue.
If the visual cue pulls 6×8 without the answer, the frontal lobe will miss the very thing useful to the high rigor mathematical process. Therefore, when appealing to the occipital lobe by displaying math facts, always include the answer with the fact. i.e. 6×8=48 You will recognize the student using a visual cue to pull the fact forward when they look away and stare at something unseen by you.
NOTE: Mathematics has long been recognized as a language. Math fact equations complete with answers are comparable to sight words. Storing these fact statements improves the fluency of fact recall and mathematical processing in a way similar to the manner sight word recognition improves reading fluency.
We have discussed appealing to the occipital lobe to store facts easily retrieved by visual cues. We will now discuss storing facts by appealing to the temporal lobe. Memorization of facts comes by repeatedly hearing the information stated auditorily by a trusted source. When teachers lead their class in saying out-loud the fact students are viewing, they trust the teacher as an expert. What she says out loud, they believe.
Believing the fact to be true as the teacher states it appeals to the temporal lobe which accepts the fact into long-term memory. You will know a student is pulling a fact from the temporal lobe via an auditory cue when you hear them softly repeat to themselves, “Six times eight equals… Six times eight equals… Oh yeah, six times eight equals forty-eight!”
The fourth and final lobe within the cerebrum is the parietal lobe which has to do with taste, temperature, and touch. Our students could not appreciate the sense of touch without a parietal lobe. When we think of touch, we think of fingers and skin covering our outer body. However, one of the greatest sensory areas regarding touch is found in the mouth. When babies explore something, they first pick it up, usually with their hands. Then, the object goes straight to their mouth!
As teachers say the fact statement out-loud, an effective teacher requires them to say the equation with her. This method appeals to the parietal lobe through the sense of touch. For each equation students repeat, the tongue will thrust against the roof of the mouth and through the teeth as the lips purse in a distinct and peculiar way. As they state the equation a unique sequence of movement within the mouth is recorded by the brain. In recalling the fact statement via a tactile cue the parietal lobe will be prompted, and when the learner says, “Six times eight equals…”, forty-eight will fall out.
The brain will recall the recorded sequence and spit the equation 6×8=48 right out the learner’s mouth! You will know a student is using a tactile cue to pull forward a fact stored in the parietal lobe when you see them silently moving their lips to repeat the sequence recorded by the brain.
When I mention the sensory lobes, many believe writing is the tactile portion of the solution. Writing the fact statement does have a tactile element to it, but it is much more than that. Writing the fact statement is an eye-hand-brain coordination activity that ties all the senses together so the appeal coming from the frontal lobe appeals to all three lobes simultaneously.
When the coordination of the various cerebrum lobes is complete, the fact statement will be returned based upon the individuals preferred learning styles and/or learning abilities. As the process becomes more fluid, it will not be apparent which cue pulled it forward first. The brain’s response time to a sensory cue will result in a response time that is less than a second…actually, .6 of a second!
NOTE: Refer to the attached list of settings recommended for each grade level.
COUNTDOWN is also a computerized teacher tool with an assessment mode. Countdown adds a means of accountability, especially for the older student. Please be aware that kindergarten, first grade
For the young
Intermediate learners may need external motivation. The accountability of a weekly math fact quiz is effectively similar to a spelling quiz. Select the level your students were assigned for practice, determine how many seconds each fact will be viewed and how many facts are shown. If you choose ten facts, the system will randomly pull ten facts from the level of facts you selected.
In the beginning, use the maximum allowed time for their grade level. If it is too challenging for your learners at the beginning of the year, give them more time or fewer facts on the quiz. As the year progresses, increase the number of facts and reduce the amount of time when appropriate. Your goal will be to get them to respond to the facts within the least amount of time appropriate for their grade level.
As students develop speed while maintaining accuracy, the classroom teacher will determine when or if it is time to once again challenge the class by reducing the allowed amount of time. Invite your class to the challenge. If you sense anxiety or you have students that appear about to cry, it may be too soon to challenge them. However, with some encouragement on your part, many students will want to take the challenge.
Let the other students participate as spectators while their other class members are challenged. It will only last a few seconds. One other tip: When reducing the time allowed, you may also reduce the number of facts displayed…at least when you begin the new challenge. Therefore, students that are easily frustrated will not have to sustain for very long. You will notice some of your “spectators” joining the challenge without being prompted. Soon all your students will be more receptive to the new challenge.
Administrators can also use Countdown’s test mode. Do you want to know the level of math fact fluency within your student body? Countdown allows you to measure each class using your personal code without leaving your office! Or use Space Challenge, our FREE product for 2019 to auto measure multiplication.
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