[Numeracy 224] Re: Seeking for Understanding

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Susan Jones SUJones at parkland.edu
Tue Mar 23 10:36:58 EDT 2010


Fluency in math facts is extremely liberating, **especially** if it's
done in the context of number sense.

However, there's a pervasive belief that it takes too much time to go
back and do that stuff later. Some of our pre-Algebra teachers push it
but it's not on the curriculum. Right now I'm trying to find
resources so that I can at least make them available to people and
encourage them to spend a little time with it here and there.

http://www.bbc.co.uk/skillswise/numbers/wholenumbers/multiplication/timestables/game.shtml
has a game option that's done on the grid so students arent' just
spewing the answer, but finding it on the times tables chart.
http://www.mathsisfun.com/numbers/math-trainer-multiply.html is nice
because it chunks the tables into more digestible portions and you can
compare your scores from one session to the next.

What I really want is a straightforward flash game like those absurd
apps you find on facebook, where you would "level up" ... I'd have a few
wild and random characters and things like a "cloak of divisibility" as
you gain "levels" by being able to show your arithmetic prowess...



Susan Jones
Academic Development Specialist
Center for Academic Success
Parkland College
Champaign, IL 61821
217-353-2056
sujones at parkland.edu
Webmastress,
http://www.resourceroom.net
http://bicyclecu.blogspot.com



>>> <stellacsullivan at aol.com> 3/22/2010 9:31 PM >>>


Although I teach 2nd grade, I couldn't agree more. In fact, I just
sent home report cards. Most of my students had a comment about
increasing thier addition/subtraction fluency. Don't get me wrong
though, I spend a lot of time teaching them how addition and
subtraction are related too. One way I do this is by having them use
"fact triangles."

Nonetheless, all of my students can benefit from being more fluent with
their addition and subtraction facts. The more they know how to do
these seemingly simple problems, the more cognitive space their brain is
freeing up in order for them to tackle more challenging and demanding
tasks.

When I teach addition and subtraction facts, I begin with +,-0, then
+,- 1, then doubles, and then sums equal to 10, etc. (progressive
alignment)

I like this website to get my students warmed up:
http://www.oswego.org/ocsd-web/games/Mathmagician/cathymath.html.
They love it! I think it may work for adult learners too.

Stella Mercker




-----Original Message-----
From: Julie Pangrac <jpangrac at richland.edu>
To: The Math and Numeracy Discussion List <numeracy at nifl.gov>
Sent: Mon, Mar 22, 2010 7:44 pm
Subject: [Numeracy 222] Re: Seeking for Understanding---Knowing the
Multiplication Facts


Our experience is that when students know their addition, subtraction,

ultiplication, and division facts quickly and accurately, they are able
to
ontrol the numbers and not let the numbers control them. We have tried

eaching without students being automatic in recalling the facts, and
although
hey could intellectually understand higher math concepts, they were
never
ccurate enough or fast enough to pass exams and/or work very many
problems
efore becoming fatigued or overwhelmed. When they became automatic in
facts,
hey started saying, "Did you know that addition and subtraction are
related to
ach other?" "Knowing the facts helps me find multiples and factors."
"I was
lways off when I used my fingers." "I think my brain can hold a lot
more now
ecause I don't have to figure out the facts." Our experience has also
been
hat many of the timed entrance and placement exams do not allow
students to use
alculators.
Julie Pangrac, Literacy Program Coordinator
roject READ

________________________________
rom: numeracy-bounces at nifl.gov [numeracy-bounces at nifl.gov] On Behalf Of
Denney,
rooke [denneyb at cowley.edu]
ent: Monday, March 22, 2010 4:37 PM
o: numeracy at nifl.gov
ubject: [Numeracy 220] Seeking for Understanding
Welcome
back to those of you home from the COABE/Proliteracy Conference
held
ast week! There was a lot of great information given at this
conference but in
ne of the sessions that I attended a question was asked about whether
or not it
as necessary for adults to “know” their multiplication facts to be
successful
n a mathematics course/exam? Or is it enough to understand the concept,
that
ultiplication is repetitive addition enough to be successful in a
mathematics
ourse/exam? I thought this was an interesting question and therefore,
I would
ose these same questions to the forum. What are your thoughts about
ultiplication?
Good Day Everyone!
Brooke Denney
ath and Numeracy Moderator

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