![]() On the other hand, students often feel stuck when they don’t have a fact memorized. If you have something memorized, you simply know the math fact or poem or state capital you set out to memorize. When explaining the difference between memorization and fact fluency to students, I often describe memory’s limitations. Instead of putting in so much time into rote memorization, teachers can take math facts further by shifting their focus to fact fluency. An unfortunate consequence is that these students can see their struggle with facts as an indication that they are not good at math. Many students memorize a good chunk of the prescribed facts, but struggle with a handful of the more difficult ones.įinally, you have students like my friend who never manage to move beyond their 3s or 4s facts. Some lucky students memorize their math facts with ease. Students are usually expected to practice their facts at home and are tested with sheets of problems they must solve in a set amount of time. Before he even told me, I knew exactly where he was tripped up all those years before: memorizing multiplication facts.įor so long, third and fourth graders have been asked to run the gauntlet of multiplication fact memorization. ![]() ![]() A non-teacher friend recently mentioned how, as a kid, he had really loved math class until the fourth grade. ![]()
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