The Need For Speed: why fluency counts for maths learning

Australia is grappling with a significant issue in mathematics achievement, exemplified by the dwindling number of senior students enrolling in high-level mathematics courses. The Australian Mathematical Sciences Institute (AMSI) reports a marked declined over the last decade in Year 11 and 12 students opting for advanced mathematics subjects, plummeting from an average of 71-73% to a concerning 66%. ?

One of the key reasons students quit maths is because they think they are bad at it, and?they might be right. Australian 15-years-olds lag behind both 15-year-olds of Australia-past and current 15-year-olds in other countries. Approximately 46% of 15-years-olds in Australia do not meet the national proficiency standard in mathematics.?

Part of the problem is that the Australian education system prioritises conceptual understanding over procedural and factual fluency. To master advanced problem-solving and reasoning, students need to be able to quickly and accurately do calculations using well-practiced techniques.?

Toni Hatten-Roberts in paper for the Centre for Independent Studies entitled, “The need for speed: why fluency counts for maths learning,” recommends fluency tests to access basic mathematical recall and provide early intervention for struggling students. She also argues that both conceptual and procedural knowledge are essential and should be taught together, not in isolation, as they reinforce each other. ?

Prioritising fluency helps not hinders the development of conceptual and reasoning skills. Both rote memorisation and timed fluency tests help students master basic problem solving and learn in a low stakes environment.?Mathematical fluency frees working memory and allows students to instantly recall foundational knowledge. ?

Automating the recall of basic mathematical facts, such as multiplication tables, in early primary school is crucial for future mathematical concepts. When students have a strong foundation in fluency, they have less mathematics anxiety, and develop a more positive attitude toward maths.?

Australia must address mathematical fluency. The decline in mathematical standards requires a comprehensive approach that includes the integration of conceptual and procedural knowledge, daily practice, and the adoption of widespread monitoring assessments. If students are to succeed at maths they need confidence with the basics. ?

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Toni Hatten-Roberts specialises in explicit and direct instruction curriculum, instructional delivery and design. She has had an extensive career in education and has been awarded the Schools Plus, Teacher of the Year Award for 2022 Teaching Fellows. In 2016, Hatten-Roberts was chosen by the National Institute for Direct Instruction in the United States as the Educator of the Year. She holds an Honours in Cognitive Psychology with her research into the impact of verbal rehearsal being presented internationally in London in 2018.?