In order to facilitate student’s development of numerical fluency with conceptual understanding and computational accuracy, develop a time focused on multiplication fact automaticity. I will give pre and post assessments or opportunities for the sole purpose of gathering information about a student’s knowledge of facts. This gives the teacher insight into a student’s understanding. The pre-test is to determine the length of time for using this daily focus. Eight days of activities, application problems, and journals are provided for each of the basic multiplication facts 0-12. The maximum daily amount of class time should be devoted to fact fluency should not exceed 10-15 minutes. The exploration portion can be used as a part of problem solving time.
Cognitive Information Processing Theory
Students learning numerical fluency use the “proposed multistage, multistore theory of memory that is generally regarded as the basis for information processing theory” (1968 Atkinson, Shriffin). The three component of memory are sensory, short-term, and long-term memory. The sensory memory is activated by noticing patterns within each set of multiplication facts. The students then begin to store information their minds and begin connecting the new information with their background learning which is their short-term memory. Finally, long-term memory allows them to be able to remember the new information and apply the information to real life problems.
Schema Theory
The Schema Theory represents long-term memory as packets of information called schemata(2007, Reiser, Dempsey). The schemata is an organization of information that allows for students to readily access particular information. Students will organize their learning of multiplication facts into approprate files stored in their memory. Each set of facts will be organized together. As they are organized together the students can relate them in predictable ways.
Gagne’s 9 Events
|
Compare/Contrast
|
First Principles
|
·
Gaining
Attention
·
Informing the
learner of objective
|
Engaging the Learner
|
·
Problem
Centered
(Let
me do the whole task)
|
·
Stimulating
recall of prior learning
|
Accessing prior background knowledge and learning
|
·
Activation
(Where
do I start?)
|
·
Presenting the
stimulus
·
Providing
learning guidance
|
Guided Instruction
|
·
Demonstration
(Don’t
just tell me, show me!)
|
·
Eliciting
performance
·
Providing
feedback
|
Independent practice with ‘coaching’
|
·
Application
(Let
me do it!)
|
·
Assessing
performance
·
Enhancing
retention and transfer
|
Demonstrate learning with real world implementation
|
·
Integration
(Watch
me!)
|
Problem Centered-
Students will be able to understand multiplication facts and relate them to real world application.
Activation
Allows students to recall relevant situations that multiplication facts would be applied.
Demonstration
Students will be given the opportunity to practice the automaticy of multiplication facts
Application
Students will be able to perform independent practice with moderate 'coaching' of corrective feedback.
Integration
Students will be able to demonstrate learning with real world implementation activities to apply the multiplication facts.
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