Fact fluency in only 4 Steps!
In Step 1, students learn, understand and accept our numerical system cognitively.
In Step 2, students store facts in long-term memory through visual, auditory and tactile cues. Playing games and completing the activities in Space LAB provides opportunity for students to acquire known facts.
In Step 3, students repeatedly practice arithmetic using known facts. Using visual, auditory and tactile cues they rapidly retrieve the facts from long-term memory to the frontal lobes.
When this process is fluid, students retrieve the facts for problem solving without consuming problem solving resources to figure facts.
Finally, Step 4 is computational fluency and is where we always really wanted to go. Fact fluency is only part of the path in getting to computational fluency, but is a very significant part of the process.
With computational fluency students become oriented on the number line and can readily move in a fluid way both forward and backward on the number line.
Young learners over time develop an intuition about problem solving as they select which operation will best move them on the number line. We can give mature learners fact fluency, but student intuition regarding mathematics is much harder for them to acquire as mature learners.
Following the levels of Math Facts Matter in a prescribed way helps students of any age develop number line orientation and mathematical intuition by sending them forward (addition or multiplication) then backward (subtraction or division) on the number line.
Follow-up includes problem solving activities such as word problems, pre-algebraic activities, mathematical puzzles and riddles.
As an example, good practice includes student mastery of Level+0 (sums to 5) then Level -1 (inverse of sums to 5). With these known facts students are anchored on the number line. They should then problem solve (word problems, etc.) using these known numbers.
Space LAB simplifies this process for busy teachers!