Fact Fluency Research Paper

As I have grown as a professional particularly over the past four years working with gifted learners, I recognize many lessons learned to improve my practice. My approach is less teacher directed and more student led blocks. I start with a brief mini-lesson for the topic of the day giving a few tips (as you can see in my whole group video clip). There is a short session of guided practice during this acquiring knowledge portion of the lesson. The bulk of the time then is given to investigations where I facilitate meaning making. Providing challenging tasks that I do not solve for or with them has given new excitement to my classroom. The level of engagement has skyrocketed. Conversations among students has given opportunity to build deep understanding on pre-algebra content. I have no students in academic support and none have failed their end-of-the year testing which is amazing given the complexity of our curriculum. Across the state, the 8th grade math assessment is one of the lowest performing end of the year tests. I am confident my experiences in the reflective cohort, balanced assessment committee, and gifted course work/Praxis time investments leading to endorsements had an impact on student learning.

This program is appropriate in a diverse, 4th grade general education classroom. The modules are made up of “Topics” and “Lessons” that are aligned to Common Core State Standards (CCSS). Each module provides the foundational standards needed for the lessons (i.e. CCSS from the previous grade), as well as the focus grade level standards. The first module introduces concepts which are then spiraled within the next module’s focus. While the modules are thematic and based on each mathematics domain (base ten numbers, geometry, fractions, data, algebraic thinking), some standards are seen across topics and lessons. Each lesson has allocated time to four major components: fluency practice, concept development, application problems, and student debrief.

This artifact addresses the standards of content/subject matter, diverse learners, instructional strategies, and methods of teaching in several different ways. The artifact deals with the content of 8th grade math, in this particular artifact it deals with slope, proportionality, and slope intercept form. With using these concepts, I used a variety of strategies including creative thinking and problem solving to make questions. I was also able to create opportunities for diverse learners in this lesson with the strategies and methods of the 8th grade math content. When creating this lesson it was not my goal to interconnect these four standards, it was after reflecting on the lesson that I observed I connected these four standards in my lesson

Marilyn Burns attest to the fact that more learners are unsuccessful in math than any other core subject, Dylan William’s believes with application of principles effective lessons can be constructed to take shape where learners can progress to the top 5 in intercontinental standings in math. Robert Marzano, on the othehand, ascribe to vivid learning objectives with employing the chunking procedure to increase learning along with continuous check points for

I have had the pleasure of teaching Savannah Guelda in class for three years. As an 8th grader, she chose to arrive to school an hour early in order to take Advanced Geometry at the high school. Last year, she was in my Pre-Calculus class as a sophomore, and currently she is in my AP Calculus class as a junior. Savannah’s greatest academic strength is her persistence. She will always continue to struggle through the most challenging problems to determine the solution. I can often find her arriving at school early to ask me a question or clarify something that she has worked on. Not only satisfied with the answer, she wants to accomplish the deeper understanding of what she is learning in mathematics.

When educating students, it is essential to their growth, that teachers have the ability to learn and grow with their students. Every child learns, thinks, and comprehends differently; therefore, the same material should be taught in multiple ways. For example, in my Math 106 class, all students solve the same problem, the teacher then has a few students explain and depict the different ways they received the correct answer. When a student has a difficult time explaining their method, Mrs. Graybeal provides encouragement and guidance; thus. Also, students who are having a difficult time solving the problem used one of the methods provided by a peer to help them comprehend and solve the problem. Math 106 teaches future educators the

Within this essay there will be a consideration to one key element in detail, with the intention of describing a successful mathematics lesson; with reference to relevant learning theory, prior attachment experience within early years and educational reporters.

To be an adequate teacher to students all teachers need to understand the basics of literacy and numeracy to enable them to convey the curriculum sufficiently and accurately. “In an increasingly complex world, being able to read, write, add, subtract, divide and multiply is crucial” (Rankine, 2013, p.3).

Through my research I have found a lot of Jo Boaler’s research on mindset and mistakes are strongly focused on mathematics education. This is excellent for comparing to my mathematical incident, but it would be insightful to explore the power of mistakes and mindset surrounding other areas of the curriculum. In light of the limitations, the significance of my findings are important to myself personally. Prior to this research, I was unaware of who Jo Boaler was and what her beliefs were. I believe a positive mindset is imperative for all learning, therefore I will continue to research into a work and link this with my future

While observing Mrs. Henderson’s classroom, I noticed that she used an approach that most teachers don’t. When I asked Mrs. Henderson why she chose this approach she told me that originally she was supposed to teach 3rd and 4th grade math at the same time. When the plan changed from her doing 3rd and 4th to just 3rd she decided to continue with her plan on using guided math. While doing guided math, students are working on math problems they learned in the lesson before and working on increasing on their basic knowledge of math facts.

Since those who implement interventions are classroom teachers, the authors have elaborated greatly why these concerns matter within their research. With the main common complications is that such interventions are time consuming, teachers have stated concerns of lacking experience with implementing intervention, and lack of confidence to execute intervention correctly. The authors have used these concerns and created a self administered folding-in technique, a self reporting RTI. “The self-administered folding-in technique (SAFI) is a process students follow to improve accuracy and fluency of their responses to multiplication facts. The SAFI is a combination of the self-managed Cover/Copy/Compare described by Skinner et al. (1992), deliberate manipulation of known to unknown facts (i.e., interspersal techniques) and corrective feedback (Dejong, Hulac, & Benson, p.2, 2012).

The relationship between fluency of basic multiplication facts and Alabama ACT Aspire math scores will be explored. One-third of Elmore County’s sixth grade student population will be tested via the ACT Aspire and a five-minute speed drill on multiplication facts 0-12. Half of the students in the study will be fluent in multiplying facts 0-12 and the other half of students will not be fluent. Students names will not be collected, only scores. It is predicted that fact fluency does have a negative impact on ACT Aspire scores.

There are many subjects that students don’t understand math is one of those subjects. Teachers do their best to teach students, however students just don’t understand. Paul did not understand his math because he could not learn with the class. Paul asked his teacher to tutor him, he did better in Math because of the tutoring. There are certain projects that push students out their comfort zone ( Tenenbauma 9 ). Paul and his class were given the assignment to write a math essay. This assignment pushed paul out of his comfort zone and he failed, if this assignment did not push him he would have done better. Students also have difficulty completing a assignment with limited time, paul was asked by his teacher to complete ten difficult math problems in twenty mins for a grade as a result he was not able to finish and he got a bad grade. If he had more time to complete this assignment he would have done better, but being rushed like this made him fail the assignment ( Tenenbaum 9 ). If students has more time to understand and complete their assignments. They would do better and they would be less

One of the areas that students find most challenging is math. For the past three years I have been teaching The Flexible Learning program, which covers 6th, 7th and 8th grade Mathematics. The curriculum is was created by both the district curriculum staff as well as the federal programs department of the school system. The Flexible Learning Program (FLP) focuses on mathematics for grades 6-8 for students who are at the highest risk academically. The program is supplemental to the student’s CCGPS classroom, remedial class and Title I support. The curriculum in the classroom is aligned to the Common Core Georgia Performance Standards adopted by the state.

Literature is a key element for a young child’s learning process. It can be essential in elementary students understanding of mathematics topics. Language arts, social studies, and science instruction commonly uses literature. At times it can be overlooked when teaching or planning lessons for mathematics. Mathematics instruction tends to have a high emphasis on using manipulatives or workbooks. Literature does not tend to be at the top of the resource list (Golden, 2012). While books can be a very useful tool for teachers successfulness in teaching mathematics topics. You can find mathematics in different types of books. For example: recipe, sequential thinking, patterns, and problem solving books (Padula, 2004).