Fluency with math facts (8th grader)

Submitted by an LD OnLine user on

Does anyone have any ideas how to assess math fluency and mutiplication facts and how to address?? This student also has diffiulties getting started once class has started. He just sits there and waits . Any ideas on how to jump start him without having to tap him on the shoulder every time.

Thanks

Submitted by des on Sun, 10/03/2004 - 5:16 PM

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It sounds like this kid has processing problems that go beyond math. I doubt he/she will be very fast at anything. There may be some underlying problem of ADD inattentive, auditory processsing or …
I would look up ways to focus on those. I had students with autism who were slow processors, I gave them time to process and just didn’t worry about it.

I never touched them, as I might have scared them. I might have touched the *work* rather than their shoulders.

—des

Submitted by Sue on Sun, 10/03/2004 - 10:09 PM

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The “be invisible” strategy has gotten students through many a math class — then they’re even further behind and it becomes pretty much the only option.

Any way to make some achievable expectations and then see that they get met? Can a buddy do the shoulder tap? Can you say “Okay, next Tuesdya, we’ll see if you can get started without me tapping you.” ?

Not sure what the confusion is about how to assess math fact fluency — though I would try auditory & visual besides just paper & pencil to see if there’s a difference. A key question would be whether the lack of “fluency” is because he doesn’t know them, or whether he knows them but simply can’t spew them quickly.

Submitted by Anonymous on Mon, 10/04/2004 - 3:48 AM

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Quarter Mile Math software can be helpful. It allows the student to work on just one set of facts (for example, the two-times table) or a mixed set. This software works for the majority of children. You can call or email the company for a sample disc to make sure it will work for your student. A very occasional child will start guessing with this software, and in that case I would use something else. Most children don’t mind it, especially if it is limited to 10 minutes per day, and used every day it can make a huge difference in speed and accuracy of recall. It saves scores, so about the only thing you have to do is make sure that the child is working on an appropriate set of “games”.

Website is http://www.thequartermile.com

Nancy

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