Fact fluency
Creating lessons, or mini lessons that foster fact fluency among students at any grade level is beneficial and an effective way to increase student’s abilities in other areas (strands) of math. Fact fluency is the mastery of basic mathematical equations and the ability to recall the facts at a level of with automaticity. Within research studies and research articles, fact fluency has been noted as one of the causes for an increased basic understanding of other math strategies and strands. The research suggests that once students master basic equations in addition, subtraction, multiplication, and division, students will experience less anxiety when learning new math procedures.
According to Gretchen Goodman (2008), fact fluency is important because knowing number facts allows students to compute fast and more accurately. Goodman’s research can also be supported by a study conducted by John Woodward surrounding the achievement of low achieving students and students with learning disabilities. Woodward concluded that both groups of students were able to reach a state of automaticity with math facts through intervention. The intervention consisted of a series of activities that promoted students to memorize basic facts through repeated exposure to simple math equations.
Teaching fact fluency has also been supported by Melissa Conklin through the application of simple activities and research to measure the success of the activities. Conklin lists many simple activities such as: cards with ten frames, make a number with manipulatives, and connecting fact families with string. Each of these activities provides students with the opportunity to experience kinesthetic movement while participating is fact fluency. Conklin suggests that students only be presented with a routine task for about 10 minutes a day because of the frequent nature of the activities.
Overall, research suggests that teachers create activities that promote fact fluency within their classroom until students reach a state of memorization when solving basic equations. Once students have memorized basic facts, they are able to solve larger equations and operations more easily.
According to Gretchen Goodman (2008), fact fluency is important because knowing number facts allows students to compute fast and more accurately. Goodman’s research can also be supported by a study conducted by John Woodward surrounding the achievement of low achieving students and students with learning disabilities. Woodward concluded that both groups of students were able to reach a state of automaticity with math facts through intervention. The intervention consisted of a series of activities that promoted students to memorize basic facts through repeated exposure to simple math equations.
Teaching fact fluency has also been supported by Melissa Conklin through the application of simple activities and research to measure the success of the activities. Conklin lists many simple activities such as: cards with ten frames, make a number with manipulatives, and connecting fact families with string. Each of these activities provides students with the opportunity to experience kinesthetic movement while participating is fact fluency. Conklin suggests that students only be presented with a routine task for about 10 minutes a day because of the frequent nature of the activities.
Overall, research suggests that teachers create activities that promote fact fluency within their classroom until students reach a state of memorization when solving basic equations. Once students have memorized basic facts, they are able to solve larger equations and operations more easily.
Click below to see a few quick fact games that you can do in the classroom!