Student Testimonials:
This class allowed me to do an amazing amount of learning! My goals were not only met but exceeded and I love learning so much background information to help me better understand why and how various strategies work. I am so excited to approach math teaching through the view of growth mindset and to help excite students about all of the possibilities that numbers hold for them!
I am so very happy that I have taken this class and now see math fact fluency in a new and different way. I have such a better understanding and love that I now have research-based resources, strategies, and approaches that will be fun, engaging, and meaningful for my students. I am excited to make math much more verbal and collaborative with a focus on exploration rather than on finding the right “answer” or memorizing the right math facts. I think this class will help me bring more joy into my classroom through math!
---2021 Student
My goals have not only been met, they have been exceeded! To be candid, most text-books for a course, once finished, I rarely reference again, if ever; however, this one, perhaps because it is far from obtuse and easy to navigate, I find I reference often and will continue to do so. The authors of the text literally organize the book around the aforementioned three phases and provide recommended suggestions for activities, games and strategies to help improve and maintain fact fluency. The book is like going to the doctor’s office for a cure following the diagnostic results that are my formative and summative assessments - great read - great tool - great book!… Along with the text-book, the assignments in this course provided ample ways for me to reflect upon, and reshape, not only my math instructional practices with my students in school where I teach, but selfishly yet refreshingly, my own kids, as well.
---2021 Student
I had been wanting to take this course for a while and am glad that I finally found the time to do so. Math fact fluency has always been an area of struggle for me because I didn’t like the constant flashcards and drill tests - I would do them on occasion but then slowly let them go because it wasn’t helping students. Through taking this course, I have regained some confidence in supporting students with their math fact fluency, not only in multiplication and division but addition and subtraction for those students that still need those foundational skills. I look forward to going through the math games that I already have in my classroom and updating them with materials or sentence frames that will better support math fact acquisition.
I am excited to incorporate more math talks and meaning activities and games into my daily math routines. I also plan to pull more activities that I remember from the Bridges curriculum that align with the strategies presented in the book to support fact fluency. Additionally, I plan to share the book and strategies I have learned with my teaching team so that we can align some ideas to support all students at our grade level. While I am still very much enjoying a break from the classroom after the crazy year of virtual teaching, I do look forward to sparking the love of math in my students when we are finally able to return to the classroom full time and engage in the many new ideas I have learned throughout this course.
---2021 Student
My goals for this class have exceeded my expectations. I feel so much more confident in what I am doing and what I plan to do, to be a better math teacher for my students. It has really allowed me to think critically about how the math curriculum I have taught the past six years is benefitting my students and how I can adapt it to make it better. The most important takeaway from this class has been how I approach math early finishers, morning work, homework and worksheets. Many of the worksheets and early finishers don’t actually support number sense and fluency in math facts. I am excited to use resources I found during this class to use as a substitute for some of those additional resources that have been used throughout the years and share them with my team.
As a result of this class, I feel I know the steps to take and the proper resources to use to help support my students who are struggling in math. This really has been where I have fallen short as a math teacher. I now have so many games and activities that I can use in a small group or independent setting to help these students gain number sense and ultimately confidence in themselves as mathematicians.
---2021 Student
found this class and the text “No More Math Fact Frenzy” refreshing. As a first grade teacher I am always faced with ensuring that students are building number sense, number fluency and growing confident in their mathematical thinking and strategies, yet...we have a section on our report card each trimester where we mark if students have met in the area of addition and subtraction fluency. We are often told not to time students in our assessments, but we are also told that fluency often looks like a student solving each addition or subtraction problem in approximately 4 seconds/problem. We are perplexed as teachers as to how we assess students and their proficiency levels without timing them - if our grading criteria is based on time/problem. I am hopeful that after participating in this class that I can now have meaningful discussions with my first grade team, other district teachers and our district math coach on how we can move forward in how we assess and communicate student growth and progress to families. I believe the fluency building games, strategies and ideas our math coach has shared with our district teams supports what I have learned from this course, however it is the grading criteria that needs to change.
---2021 Student
Where has this course been? Where has this text been? Why am I just learning about the ineffectiveness on timed tests? I am so happy that I decided to take this class. I feel like I have just learned the most earth-shattering piece of information. I never felt like what I was doing to “help” my students “learn” their math facts ever worked, but I didn’t know what else to do and everybody else seemed to be doing what I was doing too. Now I feel much more confident about supporting my students’ learning and math fact knowledge. I am also excited to share what I know with others, to have them read the text and/or take this course. It seems that we’re all doing the same thing and no one knows that it’s wrong. With this new knowledge I now have a responsibility to better inform my colleagues and my students’ parents.
I also liked this course because what I learned from the text included a wide range of strategies that can be easily incorporated into my teaching practice. Some classes you take and you feel like the learning is difficult to implement or may take lots of time or prep to put into practice. What I’ve learned is easy in that I just need to stop doing a few things and get better at a few things. I already have my students explain their thinking, I just need to get better at having them talk specifically about the strategies they are using. I already talk through problems with my class but now I need to structure these talks into more formal Number Talks. I need to stop giving timed tests and focusing homework on rote memorization. Instead, for homework I will focus on the strategies students are using to build their number sense. I don’t often give much homework but when I assign math homework I am going to have students write about the strategy they used. Challenge work will include using two strategies to solve and then compare the strategies: which was more effective, which did you like best and why, which will you use again. I can make these changes and I know I’m going to see a big pay-off. With these changes, I think I’ll feel better about my teaching, and most importantly, my students will feel better about themselves as mathematicians. I’m excited to get started with my students.
---2020 Student
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 (30 PDUs): $525
Option 2: 3 Quarter Credit (60 PDUs) = TINT Tuition Fee: $525
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