Figuring Out Fluency in Mathematics Teaching and Learning, Grades K-8

Jennifer M. Bay-Williams is a professor of mathematics education at the University of Louisville, where she teaches preservice teachers, emerging elementary mathematics specialists, and doctoral students in mathematics education. She has authored over 40 books and 100 journal articles/book chapters, many of which focus on procedural fluency and developing mathematical proficiency. Beyond the Figuring out Fluency series, these include Math Fact Fluency, and Everything you Need for Mathematics Coaching and Elementary: Teaching Developmentally and Middle School Mathematics. Jennifer′s national leadership includes NCTM Board of Directors, the TODOS: Mathematics for All Board of Directors, and as president and secretary of the Association of Mathematics Teacher Educators (AMTE). John J. SanGiovanni is a mathematics coordinator in Howard County, Maryland. There, he leads mathematics curriculum development, digital learning, assessment, and professional development. John is passionate about growing new mathematics leaders in the district and through McDaniel College. In addition to the Figuring Out Fluency series, some of his many Corwin books include Daily Routines to Jump-Start Problem Solving, Grades K–8; Answers to Your Biggest Questions About Teaching Elementary Math; the Daily Routines to Jump-Start Math series; and Productive Math Struggle: A 6-Point Action Plan for Fostering Perseverance. John is a national mathematics curriculum and professional learning consultant who also speaks frequently at national conferences and institutes. He is active in state and national professional organizations, recently serving on the board of directors for the National Council of Teachers of Mathematics (NCTM) and on the board of directors for NCSM.

• Foreword by Christina TondevoldWhat Does Fluency Really Mean and Why Does it Matter?Fluency Fallacies and Related TruthsGood (and Necessary) Beginnings for FluencySeven Significant Strategies for Developing FluencyAutomaticity Beyond the Basic FactsFluency Practice is Not a WorksheetBeyond Accuracy: What We Need to Assess and the Tools to Do ItEngaging Families in FluencyFluency Is the Focus: Planning, Agreement, and ActionAppendix A: Activity ListAppendix B: Strategies and Automaticities Reference Page

I had an epiphany reading this book. I now really understand what fluency means when my students learn math. This book will help you teach strategies that will promote metacognition in your students. They will become confident and happy learners when dealing with math.