The Importance of Fluency Building in Acquisition Instruction

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I'm not saying don't give kids challenging problem types, they've never encountered and allow a process of inquiry. That's actually okay with me. I think the mistake is when you use that in acquisition instruction, it's not appropriate in acquisition instruction. And this is what teachers don't have good systems to pay attention to because it's not like it's that difficult. But those particular activities, let's say productive struggle as a controversial example, I don't think it's that it works or not. I think it works when does it work under what conditions can it work? And my answer to that is when children are in the generalization and adaptation stage of learning.

Join math professor Anna Stokke as she interviews Dr. Amanda VanDerHeyden, a leading expert in using evidence-based methods to improve math instruction in schools. Dr. VanDerHeyden is a co-founder of The Science of Math, a group of experts advocating for evidence-based math instruction.

Dr. VanDerHeyden shares the origins and goals of the Science of Math movement, as well as addressing common misconceptions. Do timed tests cause math anxiety? Do standard algorithms hinder understanding? Is explicit instruction only helpful for struggling learners? The discussion also covers what happens when kids fall behind in math, among other topics.

This episode is a must-listen for anyone interested in education, especially teachers and parents.

EPISODE RESOURCES

https://www.annastokke.com/ep-3-resources

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Intro and Outro music by Coma Media - Catch it

Transition music by Podington Bear – Camp

EPISODE TRANSCRIPT

http://www.annastokke.com/ep-3-transcript

Website: www.annastokke.com

Twitter: @rastokke