Developing automaticity Page 4 of 40
referent (Ashlock, 1971, p. 359). There is evidence that problems with learning
mathematics may have their origins in failure to completely master counting skills in
kindergarten and first grade (Geary, Bow-Thomas, & Yao, 1992). Students do need to
have mastered a procedure for computing simple facts. At the beginning stage arithmetic
facts are problems to be solved (Gersten & Chard, 1999). If students cannot solve basic
fact problems given plenty of time—then they simply do not understand the process, and
certainly are not ready to begin memorization (Kozinski & Gast, 1993). Students must
understand the process well enough to solve any fact problem given them before
beginning memorization procedures. “To ensure continued success and progress in
mathematics, students should be taught conceptual understanding prior to memorization
of the facts (Miller, Mercer, & Dillon, 1992, p. 108).” Importantly, the conceptual
understanding, or procedural knowledge of counting, is, prior to, rather than, in place of,
memorization. “Prior to teaching for automaticity, however, it is best to develop the
conceptual understanding of these math facts as procedural knowledge (Bezuk &
Cegelka, 1995, p. 365).”
Second stage: Strategies for remembering math facts
The second stage has been characterized as “relating” or as “strategies for
remembering.” This can include pairs of facts related by the commutative property, e.g.,
5 + 3 = 3 + 5 = 8. This can also include families of facts such as 7 +4 = 11, 4 + 7 = 11,
11 - 4 = 7, and 11 – 7 = 4. Garnett characterizes such strategies as more “mature” than
counting procedures indicating, “Another mature strategy is ‘linking’ one problem to a
related problem (e.g., for 5 + 6, thinking ‘5 + 5 =10, so 5 + 6 = 11’) (Garnett, 1992, p.