Texas Mathematics Teacher Spring/Summer 2022 - 21

Fact Fluency and Young Mathematicians: One Campus's Journey
The teachers brought workstations from their classroom
so that we could discuss any changes they wanted to
make to the resources and to make sure that each teacher
had all of the needed manipulatives and tools for students
to use. I also modeled how to utilize and incorporate a
new problem solving workstation into their classroom
rotations so that students who mastered each numberbased
strategy could apply the strategy within the context
of a problem situation.
To support the implementation of the problem solving
workstation with our primary students, fourth-grade
students volunteered their time to assist our primary
students with reading the word problems and supporting
the primary students in their use of the tools included
with the problem-solving model. I also created gradelevel
data walls that were organized by classrooms so that
we could celebrate our students' progress (see Figure 6).
Our students used the " I Can " statement cards to track
their individual progress with each of the fact fluency
strategies.
Figure 7. Monitoring students' proficiency over the years
What Do Implementation and Student Success
Look Like Now?
Due to the pandemic, we ended the 2019-2020 school year
Figure 6. Celebrating students' progress on a data wall.
What Did Student Success Look Like?
As students continued to use the workstation activities
on a regular basis and participated in small group
instruction focused on their individual fact fluency
needs, the students demonstrated proficiency with the
fact fluency strategies. The students' proficiency with
the various strategies was evident through their use of
academic vocabulary and their ability to recall facts with
automaticity when running records were administered.
The students' progress was entered in our campusbased
data system, Aware, and our students' progress
was consistently monitored and updated (see Figure 7).
Our students' proficiency with mathematics facts was
increasing, and our students were excited about and
proud of their growth.
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with our students learning virtually and we started the
2020-2021 school year with our students learning virtually.
With that in mind, we had to make adjustments to the
implementation of our fact fluency initiative. We met with
the administrators and teachers to discuss our proposed
Covid Fact Fluency Initiative. Would we continue with
our efforts? What would change? What would stay the
same? The teachers stated that they wanted to move
forward with the fact fluency initiative and start the year
with a plan in place. We continued our efforts to teach the
fact fluency strategies and used anchor charts to introduce
academic vocabulary. The teachers administered running
records and the data was collected and monitored the
same way as the previous year. One change that we made
was to schedule a school-wide fact fluency time, lasting
from 8:00 to 8:20.
Spring/Summer 2022 | 21
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Texas Mathematics Teacher Spring/Summer 2022

Table of Contents for the Digital Edition of Texas Mathematics Teacher Spring/Summer 2022

Texas Mathematics Teacher Spring/Summer 2022 - 1
Texas Mathematics Teacher Spring/Summer 2022 - 2
Texas Mathematics Teacher Spring/Summer 2022 - 3
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http://www.brightcopy.net/allen/txmt/68-01
http://www.brightcopy.net/allen/txmt/67-01
http://www.brightcopy.net/allen/txmt/66-02
http://www.brightcopy.net/allen/txmt/66-01
http://www.brightcopy.net/allen/txmt/65-02
http://www.brightcopy.net/allen/txmt/65-01
http://www.brightcopy.net/allen/txmt/64-02
https://www.nxtbook.com/allen/txmt/64-1
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