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Unfortunately many classrooms focus on math facts in unproductive ways, giving students the impression that math facts are the essence of mathematics, and, even worse that the fast recall of math facts is what it means to be a strong mathematics student. Both of these ideas are wrong and it is critical that we remove them from classrooms, as they play a large role in the production of math anxious and disaffected students.

I have number sense, something that is much more important for students to learn, and that includes learning of math facts along with deep understanding of numbers and the ways they relate to each other.

The English minister’s mistake when he was asked 7 x 8 prompted calls for more memorization. This was ironic as his mistake revealed the limitations of memorization without ‘number sense’. People with number sense are those who can use numbers flexibly. When asked to solve 7 x 8 someone with number sense may have memorized 56 but they would also be able to work out that 7 x 7 is 49 and then add 7 to make 56, or they may work out ten 7’s and subtract two 7’s (70-14). They would not have to rely on a distant memory. Math facts, themselves, are a small part of mathematics and they are best learned through the use of numbers in different ways and situations.  Unfortunately many classrooms focus on math facts in unproductive ways, giving students the impression that math facts are the essence of mathematics, and, even worse that the fast recall of math facts is what it means to be a strong mathematics student.

I learned math facts through using them in different mathematical situations, not by practicing them and being tested on them.

Math facts are a very small part of mathematics but unfortunately students who don’t memorize math facts well often come to believe that they can never be successful with math and turn away from the subject.