No more math fact frenzy /

By:

Linda Ruiz Davenport [Author]

Contributor(s):

Material type: Text

TextPublication details: Portsmouth, NH : Heinemann, 2019.Description: x, 101 pages : illustrations ; 23 cmISBN:

9780325107325

Subject(s):

Mathematics Study and teaching

DDC classification:

REF 510.71 N65

Summary: "Remember flipping over a page full of unrelated fact problems and scrambling to answer as many as possible in a minute? Remember trying to memorize math facts by rote? Many of our children are still asked to learn this way--even though research shows this approach can harm student learning more than help. No More Math Fact Frenzy examines this research and concludes that our approaches to math fact instruction are often ineffective. We want our students to know their math facts. We know they're better mathematicians when they're comfortable with them. Yet the ways we ask students to learn them in many classrooms remain unproductive."--Publisher's description

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Holdings
Item type	Current library	Call number	Status	Date due	Barcode
REFERENCE BOOKS	LAPULAPU-CEBU INTERNATIONAL COLLEGE REFERENCE SECTION	REF 510.71 N65 2019 (Browse shelf(Opens below))	Available		002419

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Previous	REF 510 T15 Excursions in modern mathematics /	REF 510 T41 2019 College mathematics : world edition /	REF 510 T41 2020 Discrete mathematics /	REF 510.71 N65 2019 No more math fact frenzy /	REF 510.712 M63 Daily routines to jump-start math class--high school engage students, improve number sense, and practice reasoning /	REF 510.76 J85 SAT subject test math level 1 /	REF 511 R72 Discrete mathematics and its applications /	Next

"Remember flipping over a page full of unrelated fact problems and scrambling to answer as many as possible in a minute? Remember trying to memorize math facts by rote? Many of our children are still asked to learn this way--even though research shows this approach can harm student learning more than help. No More Math Fact Frenzy examines this research and concludes that our approaches to math fact instruction are often ineffective. We want our students to know their math facts. We know they're better mathematicians when they're comfortable with them. Yet the ways we ask students to learn them in many classrooms remain unproductive."--Publisher's description

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