Student Testimonials:
My goals from this course have been met and even exceeded. I have learned so much about math fact fluency while taking this course. It isn’t about rote memorization but it is about authentic fact fluency. This is quite a change from how I was taught basic facts and how I first started out teaching my students to learn their basic facts. Memorizing basic facts has been a central focus in math curricula for years. Knowing them from memory needs to be based on understanding the equations and the relationships among them. When students achieve this type of fluency they can reconstruct facts and solve new types problems (including higher-level problems). I also learned what strategies work and which ones aren’t effective. In addition, I learned the importance of number sense.
I am most excited to set learning goals and pose just right problems for my students. With these learning goals I will be able to teach my students a variety of strategies to solve basic facts. This will most definitely change the way students feel about basic facts…moving from timed test stress to filling their math toolboxes with a variety of efficient strategies and true mathematical understanding.
---2020 Student
I really enjoyed taking this class. The class met my goals by providing me knowledge of the 3 phases of student learning for math facts and strategies I can use with my students for all 3 phases. What I learned in this class has better prepared me to teach math facts to my new kindergarten class making achieving fluency in a fun and engaging way for my students.
I am very excited to create a classroom where all 3 phases are used. I want my students to love math and feel successful learners. I want them to be excited to keep learning math. This class has given me the tools I need to create such a learning environment for my students.
---2020 Student
I greatly appreciated this class. Math fact fluency is something that we are constantly struggling with and have tried a variety of strategies, none of which seemed to stick or have any science/research behind them. I’m very happy with all that I learned in this class, and I especially liked the text. I think it will be helpful to reference and share with my colleagues, and it was also an easy read, which I appreciated.
This class has given me more information on what I should be implementing, how to do so, and how certain skills/strategies are extremely important. This class has also affirmed that some of the things I was already doing (like certain games), building number sense, are helpful and the right thing to be doing. It made me reflect on the importance of class, peer, and teacher discussions, and that I need to allow time for those conversations to occur. I need to continue to pose questions, the right questions, that promote critical thinking. I also enjoyed learning about different online resources that I hadn’t yet heard of or experienced.
Moving forward, I’m excited to implement a variety of new, meaningful games (and the correct way to introduce them), posing those “just right” questions, focusing on student learning goals, and using different students’ ideas and strategies in a variety of discussions.
---2020 Student
When studying math fact instruction during this course, my main goal was learn age appropriate teaching techniques that really work. The information discussed in this course went way beyond providing strategies as it mapped out the developmental stages students progress along as they master facts. This course has offered ample suggestions for students work that I plan to take into consideration.
---2020 Student
When I signed up to take this class I thought that I was going to learn a better way to teach students math facts with a better timed test program than what I was using. What I learned was a completely different way to think about teaching math to my students. Before I thought that using manipulatives was a way to hold my students back from learning their math facts, but what I learned is that using the manipulatives is a really important way for students to understand math and to help them visually see the math facts. I also learned that math games shouldn’t focus on just trying to win the game, but should be games that partners play and work together to get to the end. It is also important to have students record their answers and not just solve them. One thing that really stood out to me is that speed isn’t as important as having a good strategy to solve the problem.
---2020 Student
Registration Options
Register Anytime! You can start your course TODAY!
1. Click "Registration" below. Our site will redirect you to an SPU registration page where you will pay both the TINT and SPU fee with a credit card.
2. You will receive an email from SPU with your receipt and a link to the coursework.
3. You have a year to complete the work at your own pace. Your grade will be posted on your transcript within a few weeks (and often sooner) of you finishing!
Links to explore or purchase required textbooks:
Fees:
Option 1: Non-Credit/Audit TINT Tuition Fee: $510
Option 2: TINT 3 Quarter Credit TINT Tuition Fee: $510
We know the importance of students being able to quickly recall addition, subtraction,
multiplication and division facts but often resort back to ineffective methods such as timed tests and worksheets. Fortunately, there is a better way! Learn the three phases of math fact fluency and how you can help your students move through them. In this class, you will learn how to help your students build lasting number sense through new activities/games and meaningful strategies that you can start using right away!
The text No More Math Fact Frenzyby Davenport et al is required.
Grades K-5; SPU Course Number: 5854
This class is offered for 3 Quarter Credits.
Instructor: Ashley Smith
Math Fact Fluency: You Can Do It!
Online Class:
The Innovative Northwest Teacher
(503) 946-8252
tintclasses@gmail.com
9498 SW Barbur Blvd. Suite 315
Portland, OR 97219