Fluency with Basic Addition

Autor/in	Garza-Kling, Gina
Titel	Fluency with Basic Addition
Quelle	In: Teaching Children Mathematics, 18 (2011) 2, S.80-88 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
Schlagwörter	Memorization; Addition; Mathematics Skills; Mathematics Instruction; Visual Aids; Drills (Practice); Mastery Learning; Learning Strategies; Elementary School Mathematics; Elementary School Students; Preschool Children + Suchen Sie Ihr Suchwort? Gedächtnistraining; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Anschauungsmaterial; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Elementare Mathematik; Schulmathematik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Traditionally, learning basic facts has focused on rote memorization of isolated facts, typically through the use of flash cards, repeated drilling, and timed testing. However, as many experienced teachers have seen, "drill alone does not develop mastery of single-digit combinations." In contrast, a fluency approach to learning basic addition facts places a focus on developing and using mathematical strategies, with the goal of finding efficient, effective ways to apply "known" facts to "derive" unknown facts. Applying known facts to derive unknown facts results in efficiency, flexibility, and an understanding of number combinations for young students. In this article, the author describes strategies that fluent students use and outlines several engaging activities that will allow students to acquire the most critical basic facts through experience. (Contains 2 figures and 1 table.) (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10