No strategy is efficient for a student who does not yet understand it. (Humphreys & Parker, 27 pag.)
If both sense and meaning are present, the likelihood of the new information getting encoded into longterm memory is very high. (Sousa, 28 pag.)
When we teach for understanding we want comprehension, accuracy, fluency, and efficiency. If we are efficient but have no firm understanding or foundation, is learning – encoding into longterm memory – happening?
We don’t mean to imply that efficiency is not important. Together with accuracy and flexibility, efficiency is a hallmark of numerical fluency. (Humphreys & Parker, 28 pag.)
What if we make I can make sense of problems and persevere in solving them and I can demonstrate flexibility essential to learn?
If we go straight for efficiency in multiplication, how will our learners overcome following commonly known misconception?
common misconception: (a+b)²=a² +b²
correct understanding: (a+b)²=a² +2ab+b²
The strategies we teach, the numeracy that we are building, impacts future understanding. We teach for understanding. We want comprehension, accuracy, fluency, and efficiency.
How might we learn to show what we know more than one way? What if we learn to understand using words, pictures, and numbers?
What if we design learning episodes for sense making and flexibility?
Humphreys, Cathy, and Ruth E. Parker. Making Number Talks Matter: Developing Mathematical Practices and Deepening Understanding, Grades 4-10. Portland, ME: Steinhouse Publishers, 2015. Print.
Sousa, David A. Brain-Friendly Assessments: What They Are and How to Use Them. West Palm Beach, FL: Learning Sciences, 2014. Print.