I have been reflecting on and discussing with colleagues ways to help students achieve greater math fluency and number sense. I have had an epiphany:
Having students practice and memorize math facts isn't enough.
When we help students learn to read, we don't just have them read and read and read. According to my expert Language Arts friends, I have learned that students receive direct instruction on tools for comprehension and fluency. Just like reading, math facts fluency and number sense requires assistive teaching. Students need to be taught to see the patterns, reflect on them, verbalize them, translate them into their own language, and thus understand them.
One of the great problem solving strategies is to solve a simpler problem. However, it is only when we learn something from the simple problem that can be applied to a greater problem that this strategy works. Similarly, when students complete math facts, they must learn to see the patterns and lessons hidden within in order for number sense to take hold and assist them with understanding numbers.
One way to do this, is to have students complete a math drill and then lead them through the process of looking for and identifying patters.
Ex:
1 + 9
10 + 9
20 + 9
30 + 9
40 + 9
.
.
.
Most students can complete this task, possibly easily and quickly; however, until we have them look back and see the pattern, and discuss the pattern, they aren't going to learn number sense. We need to directly and intentionally teach them the patterns of math, thus helping them discover number sense.
