Fluency in Maths
Fluency means that children can:
Choose the most efficient strategy rather than getting bogged down with too many steps. Efficiency is about not being bogged down with too many steps or losing sight of the logic of the strategy. An efficient strategy is one that a student can carry out easily, keeping track of sub-problems and make use of intermediate results to solve the problem
That they know some things about number facts such as: two numbers that make 5; two numbers that make 8; two numbers that make 10. Accuracy depends on several aspects of the problem-solving process, among them careful recording, knowledge of number facts and other important number relationships and double checking results.
They know how to solve a problem and gradually realise that there are lots of ways to solve the same problem. Flexibility requires knowledge of more than one approach to solving a particular kind of problem, such as two-digit multiplication. Students need to be flexible in order to choose an appropriate strategy for the numbers involved, and also to be able to use one method to solve a problem and another method to check the results.
So fluency in mathematics demands more of pupils than memorising a single procedure – they need to understand why they are doing what they are doing and know when it is appropriate to use different methods. (Russell 2000)
Helping your child to solve problems in mathematics at home.
A major goal of education is to help children learn in ways that enable them to use what they have learned to solve problems in new situations. By solving problems children get a much better feel for what mathematics is all about and what it can do. There are four steps that children need to go through in solving most mathematical problems.
1.understand and explore the problem
2.find a strategy
3.use the strategy to solve the problem
4.look back and reflect on the solution
Helping your child with reasoning in mathematics.
Reason mathematically in mathematics is: following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
One thing we hear quite a lot from parents - is, 'I was never taught it that way,' or ' 'I was no good at maths, so my child wont be either.'
Both of the above statements are actually stumbling blocks to every child's learning and development. Yes, they can do it and the way we teach builds on their conceptual understanding.
The attachments below will show you how we teach the components of addition, subtraction, multiplication and division and how your child's learning progresses through the school.
At St John's Green we use Numicon resources to help our children gain an understanding of number and value.
Please click on the link below for further information on Numicon.