Math Fluency

 

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What is Math Fluency?

  • Math fact fluency is the ability to recall the answers to basic math facts automatically and quickly. Fact fluency is gained by practice and repetition. Mastering math facts is a goal for educators and parents alike, and makes learning additional math concepts a more successful process.

How to Recognize Struggling Learners:

  • Students struggling with Math Fluency often display:
    • weakness in computation skills (example: addition errors and misreading signs)
    • difficulty moving from concrete to abstract (example: transferring knowledge outside of the math classroom)
    • difficulty making connections (example: knowing the symbol for 14 means 1 ten and 4 ones)
    • difficulty understanding and reading math vocabulary and language
    • Signs of Fluency Struggle:
      • Output Difficulties: A student with problems in output may
        • be unable to recall basic math facts, procedures, rules, or formulas
        • be very slow to retrieve facts or pursue procedures
        • have difficulties maintaining precision during mathematical work
        • have difficulties with handwriting that slow down written work or make it hard to read later
        • have difficulty remembering previously encountered patterns
        • forget what he or she is doing in the middle of a math problem

Math Disabilities Associated with Fluency:

  • Math is often overlooked for Special Education referral. Reading is often the first area of concern. Students who struggle with Math may have Dyscalculia and ADHD.
    • Dyscalculia is a difficulty in learning and understanding math, such as difficulty in understanding numbers, learning how to manipulate numbers, math operations, mathematical calculations and learning facts in mathematics.
    • ADHD- Students with ADHD have higher rates of math disabilities than students without ADHD;  inattention, organization, working memory, and self-monitoring.
    • Specific Math Learning Disability- MD

How Can We Help? Instructional Strategies:

  • Frequent Math Lessons and Small Group Instruction
  • Problem of the Day
  • Math Facts in a Flash Daily Practice (5-10 minutes)
  • Timed Math Fluency Practice
  • Math Boxes
  • Skip Counting – skip count in line, passing a ball around in a circle
  • Around the World Math Facts
  • Basketball Math Facts (shoot the ball if you get them correct)
  • Variety of tools- Flash cards, math manipulatives, Base Ten Blocks, counters, worksheets, technology- computer, iPad, calculators
  • Engaging Lessons with Movement
  • Songs to memorize facts
  • Incentives: ice cream scoop for every set of facts memorized with an ice cream party at the end
  • Dice Games
  • Variety of tools for operations- number line, hundreds chart, fingers, blocks

Accommodations:

  • Allow extra time on tests/quizzes (if not a timed test)
  • Frequent check-ins to make sure students are on track
  • Provide a visual of the steps for problems
  • Provide examples of each type of problem- visual examples
  • Have students answer in multiple ways: dry erase boards, choral answer, thumbs up, iPads, index cards, computer programs
  • provide preferential seating
  • provide a quiet work area in or outside the general education classroom

Modifications:

  • Reduce the number of problems assigned
  • Math Fluency is timed- increase time to practice in the beginning- slowly decrease time as practice increases
  • Allow calculators when facts are not being tested
  • highlighters to remind students where to begin- (example: step one: add your ones)
  • timer can be visible or invisible for anxious students
  • provide multiplication table and/or hundreds chart, number lines when needed
  • oral testing if writing is an issue
  • small group pull-out or instruction

Additional Resources: