The National Direction
Computational Fluency
Lou Maynus,
Mathematics Coordinator WVDE
What is computational fluency?
NCTM defines computational fluency as having
efficient, flexible and accurate methods for
computing. Students need to be fluent in mental
math, paper and pencil methods and using
technology such as a calculator in computing
answers to situations involving numbers .
In addition, students must be able to determine
if an exact answer or a close approximation
(estimate) is sufficient.
Why is computational fluency important in
Mathematics?
All human beings have a limited informationprocessing capacity. That is, an individual simply
cannot attend to too many things at once.
Once procedures are automatic, they require
little conscious effort to use, which, in turn, frees
attention and working memory resources for use
on other more important features of the
problem.
National Math Panel Report
Critical Foundations for Algebra
To prepare students for Algebra, the
curriculum must simultaneously develop
conceptual understanding, computational
fluency, and problem-solving skills. These
three aspects of learning are mutually
reinforcing and should not be seen as
competing for class time.
The reasons for differences in the
computational fluency of children in the
United States and peers in countries with
higher mathematics achievement are
multifaceted. They include quantity and
quality of practice, emphases within
curricula, and parental involvement in
mathematics learning.
NMP
“Our classrooms are filled with students and
adults who think of mathematics as rules and
procedures to memorize without
understanding the numerical relationships
that provide the foundation for these rules.”
- Number Talks
Procedures without understanding?
Procedures without understanding?
Students must learn to compute with
accuracy, efficiency, and flexibility.
49 x 5
Number Talks
A five to fifteen minute classroom conversation
around purposefully crafted computation
problems that are solved mentally
By sharing and defending their solutions and
strategies, students are provided with
opportunities to collectively reason about
numbers while building connections to key
conceptual ideas in mathematics.
Classroom Clip
Classroom Link: Subtraction: 70-34
Pg. 6 Number Talks Book
4 Questions
New Common Core
Eight Mathematical Practices
1. Make sense of problems and persevere in solving
them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the
reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated
reasoning.
Paragraph Shrinking
Pairs read assigned mathematical practice.
Work together to summarize the “Practice” into
25 words or less.
Prepare to share with the group.
Third Grade Case Study
Pgs 6-9 Read the case study, think about the
student behaviors in this math class. What skills,
proficiencies and mathematical practices are
being developed through this number talk?
3 Documents Needed:
- Note taking sheet
- Venn Diagram
- Mathematical Practices
Debriefing the Study
Implications for Instructional Leaders
I NOTICE
I WONDER
Contact Information
Lou Maynus, WVDE
Office of Instruction
lmaynus@access.k12.wv