The short answer is through varied practice over several years and to recognize that this is a multi-faceted issue. We have to begin to acknowledge that this issue likely has more to do with student dispositions towards math, which our system perpetuates and creates, than with the students themselves.

The longer answer begs us to have a lengthy discussion about whether or not the need for this learning is outdated. In December I had the great opportunity to work with several groups of teachers and like many other 4th-8th grade teachers they were asking how they can help student learn their math facts.

I do believe in our current system that knowing basic math facts to automaticity makes learning other mathematics easier. Knowing facts means they know from memory or have efficient (for them) strategies to derive the facts they don’t know from memory.

That being said, NOT knowing these facts should never mean a student is denied access to grade level content. Give them a calculator.

I also recognize that much of what our students need math facts for in grades 4-12 are calculations that can be done more effectively with a calculator, computer, google, Wolfram Alpha, and/or PhotoMath, etc. I am often reminded of something Jo Boaler says, “We have to start teaching math as if computers exist.” Said another way by Conrad Wolfram, “Stop teaching calculations, and start teaching maths.”

With all of that comes the need to address our teachers concerns in the here and now. While working with teachers recently we discussed several issues that cause our conception of students lack of facts. There are many things to consider…

First, students know more facts than they realize and often they can’t remember because of other cognitive processes and short term memory that is being used for other things such as dealing with trauma and mindsets around mathematics.

For example, think of a time when you used to know a great deal about something that you no longer remember as well. For example, there was a point in my career when I sold real estate on the side of teaching. Mostly, short sales after the 2007-08 crash, trying to help people navigate the banks. I knew a lot about that process and I remember almost none of it now because I haven’t used the information for so long that my brain naturally made those pathways less defined. We all have learning like this. We have all forgotten things we used to know.

We have to recognize that students likely have the same challenge with math facts. If they haven’t ever created strong pathways or if there are pathways they haven’t used in awhile then this could seem like a lack of knowledge when really they just need a bit of a refresher in a safe, nurturing environment.

Although this is not an exhaustive list of the multiple facets of this conversation, there is one last thing to consider. Practice with facts should occur at multiple grade levels. 6th-8th grade teachers, stop being frustrated and simply provide opportunities to practice as a refresher of skills. This practice should never be timed or any version of forced competition. It should also be varied. Give students choice!

If you truly want to build automaticity, fluency, and flexibility simultaneously in students around math facts, you should look to Number Strings. There are great resources out there for number strings including Context for Learning Units by Cathy Fosnot and New Perspectives on Learning, Pam Harris @ MathisFigureoutable.com, and Teacher Education by Design.

There are great ways to give students practice with these skills (that aren’t BASIC for many students). Use fluency games (www.mathforlove.com), math running records that help students see which facts they know and which they need to learn, online games (many are free), and playing card or dice games that provide variety and engagement. Again, let students CHOOSE how they practice.

Many districts make the erroneous decision to purchase programs TK-5 or TK-8 such as Reflex Math, Dreambox, or iReady and then require ALL students to commit 30-45 minutes a week of class time to these programs because that is what the programs data shows will work. Here is the kicker, if a kid doesn’t like the program at that moment then you are wasting your time. You will never automatize something through forced practice. If you have students that don’t like it, let them practice another way. Have options for them.

This simple idea is the essence of UDL and creating nurturing environments in which students voice is considered in their learning.

There is still a larger conversation to be had about the outdated nature of standards that require this learning. This conversation should include the need to truly move towards mathematical understanding of how operations behave rather than the eventual algorithms that are the unfortunate end result of a great progression of standards in TK-6.