Another amazing group of over 70 primary teachers met after school to learn more about teaching the ‘Basic Addition and Subtraction facts’ in a meaningful way on February 12, 2014. This was part one of a two-part series. I am always so thrilled to see the dedication of hard working, caring teachers who want their students to truly make sense of mathematics.
It is so important for the students to establish a firm foundation of ‘Number Sense’ before teachers start presenting strategies to help students understand the facts.
We know that students still need to “know their facts”, however, memorization and timed drills didn’t work for many students (and still doesn’t). Some of our struggling mathematicians have been drilled for years and still struggle as they enter high school. . A structured, thoughtful and systematic approach is required for all students to build understanding, fluency and application of the basic addition and subtraction facts. Teachers need to provide ‘direct instruction’, guided practice, and then independent practice. The concept behind the ‘gradual release of responsibility’ is so important in providing the opportunity for all students to build understanding.
Many of the ideas presented are taken from Carole Fullerton’s resources.
“Mastery of the facts is very different from memorization of them. Mastery depends on the co-existence of overlapping competencies as shown in the following diagram…”
“Promoting these competencies through direct instruction, rich tasks and meaningful practice will allow our learners to truly master the facts.” Carol Fullerton, 2012
Let’s provide the opportunity for all students to build a strong understanding of the basic addition and subtraction facts. Stay tuned for Part 2!