The link above is an article by Lynne McClure on developing number fluency. This article gives the “what, why, and how” for developing mathematical fluency in students.

McClure writes about how schools are interpreting standards in a way where teachers are feeding students “a pretty rigid and boring mathematical diet”. Formal mathematical algorithms are practiced in pursuit of mastery, but giving these calculations meaning has been put on the back burner.

McClure describes number fluency three modes of criteria: efficiency, accuracy, and flexibility. These criteria lend to effective communication of mathematical concept knowledge.

In one of my classes this semester, we created a Project Based Learning unit called City Zoning. In this assignment, our group created a project where students would analyze economic and engineering data to create a plan for developing a four block area. Students are required to calculate things such as area of buildings, interest on loans, net income, profitability per square feet, how long it would take businesses to pay off start-up loans, and tax income for the city for sustainability. Students will be required to write explanations for decisions made, give a verbal presentation of their plan, and construct a model to scale of the area. By doing this, students will practice efficiency, accuracy, and flexibility of mathematical knowledge.

The difficulty of creating opportunities for mathematical fluency is multifold. Creation of these types of units is very time consuming and finding activities other teachers that address these goals is not easy. There are a lot of activities online, but units such as these are that scaffold math concepts and put them together for solving real world problems are not very plentiful for teachers to share.

As educators, we want to prepare students with maximum readiness for entering the real world. Math fluency is an important part of critical thinking and decision making because math is what I call “the language of logic”. It is a mode of communication that students need to be able to thrive in an ever-changing society. The way teachers facilitate the learning of math fluency can be the difference in improving collective math achievement.