I believe that for students to be successful in math it is imperative for teachers to explain how the answers to the facts turn out as they do. However, the bottom line is, to be successful in math students have got to know their basic facts. Little time is spent in the classroom reviewing the basic facts and that is the basis for much of the math computation that we do. Students need to know their math facts in order to move onto higher -level math. Basic math facts must first be set into the brain before it can be connected to other knowledge and understood. .
For example, in a fourth grade classroom it is impossible to move onto long division without knowing basic multiplication, addition, and subtraction facts. Students need to be fluent in all of their math facts. "Many of the everyday skills we use at home, in the community, or on the job must be performed at a certain rate or speed in order to be functional- (Miller and Heward, 98). Along with fluency in math facts, I also feel that it is important that teachers do things in their classroom to develop a sense of numbers and how they can be manipulated. "The concern for accuracy is understandable; students who cannot add and subtract correctly face major difficulties in school and in life- (Miller and Heward, 98). .
Teachers should have students practice mental math consistently in a classroom. "We do many of our daily arithmetic calculations mentally, such as when we keep track of what we put into the supermarket cart so we don't go over the $20 dollars we have, when we divide a check at a restaurant, or when we double a recipe that calls for ¾ of a cup of broth- (Burns, 57.) When students become adults will they pull out a paper and pencil every time they need to calculate a tip in a restaurant? .
When initially teaching math facts teachers should provide students with options for how they demonstrate mastery of the arithmetic to stimulate learning growth.