EDMA 5854 - Math Fact Fluency: You Can Do It
Course Description
We know the importance of students being able to quickly recall addition, subtraction, multiplication and division facts but often resort back to ineffective methods such as timed tests and worksheets. Fortunately, there is a better way! Learn the three phases of math fact fluency and how you can help your students move through them. In this class, you will learn how to help your students build lasting number sense through new activities/games and meaningful strategies that you can start using right away! The text No More Math Fact Frenzy by Davenport et al is required. Grades K-5.
Learner Outcomes
Through reading “No More Math Fact Frenzy" students will do an in-depth study of why current math fact practices practices often aren’t meeting the needs of students and teachers. By the end of the course students will know:
- Why it’s important students know math facts with Automaticity.
- What research tells us about why many of the current practices are not working for teachers, students and families.
- The three phases for learning math facts and how to use this information to help students
- Effective math fact games, activities, strategies.
- Quality online resources available to help them.
Testimonials
“I don’t think my ideas around homework have changed dramatically, but I think my practices will definitely shift after reading this book. My biggest takeaway from this course is realizing that, as with everything else, building relationships and knowing what’s going on with my students’ lives and needs are really crucial to understanding why they aren’t doing their homework. Outside of their academic needs, I think their personal needs have a huge influence. I think I’ve also realized what more meaningful homework could look like and how to make that happen in my class. Initially going into this class, I thought I would find a way to just not give any homework at all, but I found this not to be the case. Since practicing math is so crucial to learning new skills, I think it still has a place in my classroom. I think what I’m taking away from this course is how to do homework in a better and more meaningful way. I’m really excited to try a method similar to what I discovered on the blog post mentioned earlier, and I think it will allow me to help my students find more meaning in what “practicing” math looks like. I would say that my goals have been met and that I can refine my practice around giving and evaluating homework.”—TINT Student“I have enjoyed taking this course. I have been looking for more clarity on how to incorporate homework in a meaningful way, and this course has helped me with this. I really enjoyed learning about the history of homework and why it began, and following it all the way up to the present. I have seen many changes in our society as I have been teaching, and realize that as times change, so needs to change our teaching practices. Understanding today’s families and the students that we now serve is crucial in creating homework that is useful and possible to complete. This class was very helpful to me. It really made me think about what my current practices are, how effective these practices may be and what I could do to improve my homework practice. I felt like I was really dissecting my homework practices and analyzing what would really be meaningful to all of my students. While I know that I still have some work to do in creating more meaningful homework, I know that I am on my way to doing so.” —TINT Student
“This class was very helpful to me. It really made me think about what my current practices are, how effective these practices may be and what I could do to improve my homework practice. I felt like I was really dissecting my homework practices and analyzing what would really be meaningful to all of my students. While I know that I still have some work to do in creating more meaningful homework, I know that I am on my way to doing so.” —TINT Student