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G.R.I.T.SAction Research 2009

Basic Facts

-Anticipating Higher

Achievement

Lynette Bruce- Knapdale School

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What are Basic Facts?

For most of us they refer to the quick

computation of addition, subtraction,multiplication and division facts in

mathematics

The inference behind quick suggests that

they are facts which are recalled in aautomatic manner.

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The Drill versus Practice

Drill = a repetitive, non-problem based exercise designed

to improve skills or procedures already acquired. Its

focus is on what is already known!

Practice = opportunities over time to develop alternative

and flexible strategies. It can and does develop skills. It

involves new ideas becoming known and automated

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Teaching Basic Facts

Alex Neill is a valued mathematician in NZ education. Hesuggests that if we consider the brain functioning we need to

consider learning in three stages.(These are in reference to David Sousa)

1. Strategy is taught step by step

2. The strategy is used to construct an answer and begins tobecome learnt and memorised (rote)

3. The strategy is automated. It is recalled with practice quickly.The knowledge is transferred from the frontal lobe of the brainto the temporal.

Without this automated knowledge, students are inhibited in theirmathematical growth.

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Our Programme

Following our November 2008 NUMPA diagnostics, werealised that our students were achieving at lower thanexpected levels for Basic Facts. This thus became atarget for 2009.

We used PATs; IKAN; and a formulated basic facts testto assess where students were achieving

We practised drills regularly, with strategy teaching andpractice immersed into our mathematical programme.

Each term the formulated test was repeated to assess ifthere was an improvement. As the test shows specificareas of weakness we were able to teach to those areas.

Parents were provided with a list of websites forinteractive games in Term1. Very few of our studentsthough have access to computers or ICT at home. Weexpect basic facts (drills) to be worked on duringhomework sessions.

We incorporate ICT into our maths rotations interactivegames for junior and middle classes; interactive white

board for the seniors as well as individual computer use.

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The Results so far

With the Term 3 test having been just

completed we are already seeing a markedincrease in the student achievement levels.

They are processing more facts automatically

with speed, and are also using strategies to

attempt a solution for more advancedcomputations.

So far we are on target!