Jo Boaler, a math education researcher and professor at Stanford University, launched a new website this past year (YouCubed) to help teachers, students, and parents navigate math education. She recently published a short paper on math fluency. In it she discusses the problems with associating math fluency with speed or memorization.
Interestingly, the Common Core intends this de-emphasis on speed but the word “fluency” is often misunderstood by textbook publishers. The newly adopted Bridges Curriculum seems not fall into this category – their strategy for building fluency is based strongly on number sense. (Read an excerpt from Jo’s paper below)
This past September the Conservative education minister for England, a man with no education experience, insisted that all students in England memorize all their times tables up to 12 x 12 by the age of 9. This requirement has now been placed into the UK’s mathematics curriculum and will result, I predict, in rising levels of math anxiety and students turning away from mathematics in record numbers. The US is moving in the opposite direction, as the new Common Core State Standards (CCSS) de-emphasize the rote memorization of math facts. Unfortunately misinterpretations of the meaning of the word ‘fluency’ in the CCSS are commonplace and publishers continue to emphasize rote memorization, encouraging the persistence of damaging classroom practices across the United States.