A Cognitive Approach to teaching basic facts

In the realm of mathematics education, the significance of automaticity in basic math facts cannot be overstated. My teaching philosophy aligns with a science of learning approach, advocating for the automatic recall of facts to enhance cognitive resources and problem-solving capabilities. Backed by research, this approach is not just about learning facts but fostering automaticity for improved mathematical proficiency.

RESEARCH

Studies, such as the one conducted by Carmel E. DeMaioribus at the University of Minnesota Duluth in 2011, emphasise that automaticity not only ensures quick and accurate recall of basic facts but also reduces cognitive load. Reduced cognitive load is linked to decreased anxiety levels and increased enjoyment in mathematics, creating an environment conducive to effective learning.

John Sweller an Australian Educational Psychologist provides valuable insights into the cognitive load theory. The theory underscores the role of working memory and its limited capacity. By acknowledging that working memory can become overloaded, we gain a deeper understanding of why students may face confusion, especially in subjects like mathematics. To prevent overload, it is crucial to solidify concepts in long-term memory before building upon them.

MY METHODS

Applying this knowledge to teaching mathematics involves recognising that certain multiplication facts are rules-based and easier for students to grasp. In my lessons, the application of these theories translates into interactive, repetition-rich sessions. The "I do, we do, you do, write it down" model guides explicit teaching, ensuring that unknown facts are comprehensively mapped into long-term memory. This not only facilitates quick and accurate recall but also cultivates a sense of mastery and confidence in students.

Acknowledging that certain multiplication facts pose challenges, my approach incorporates timed exercises not as stress inducers but as diagnostic tools. By assessing whether students rely on memory or backup strategies, I tailor interventions to strengthen areas of challenge. Moreover, recognising and alleviating math anxiety is an integral part of my methodology, promoting a positive learning experience.

In adopting an approach rooted in the science of learning and cognitive load theory, we aim not only to teach basic math facts but to instil automaticity. This holistic perspective acknowledges the interconnectedness of memory systems and ensures that students not only learn but retain and retrieve mathematical knowledge effortlessly.