![]() Having ‘conceptual understanding’ means we know why and how something works and not just ‘how to do it’. ![]() Multiplication as a concept – knowing ‘Why?’ and ‘How?’ not just ‘What?’ However, instead of traditional approaches using rote learning, which cause children to perform at a significantly lower level than those taught with a focus upon the ‘big picture and connections’ (Boaler, Mathematical Mindsets), let’s look at how we can all engage children with meaning and application building strong mental connections and flexibility working with how we know the brain learns best. So, let’s agree that multiplication facts are vital skills to being a successful mathematician. Which isn’t fun.įailing to memorise and have fluent recall of these facts is cited by many adults as evidence that they are failures in mathematics, leading to a mindset that turns them off learning this wonderful subject altogether. Sadly, for most children (and for generations before them) the main purpose of learning these ‘ times tables’ is not focused upon this meaningful and motivational application, but instead upon learning each fact rote-style to pass a class test, and often at speed. Key Stage 1 and 2 maths national curriculum Having multiplication facts and times tables knowledge as a key part of our internal ‘mathematical tool box’ is hugely important because we use them constantly in everyday life. However, why we need them and how best to learn them remain hot topics debated over the ages. With regards to learning mathematics, possibly one of the few things everyone agrees on is the importance of knowing multiplication facts. Understanding Mathematics for Young Children 5-9, Derek Haylock “ For many children multiplication seems to be only something you do with numbers in mathematics sessions in school: it is not connected with any confidence to the real world.” Real-life examples to use in teaching times tables. ![]()
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