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To me, fluency is not rote memorization. It is a conceptual understanding. Students are able to understand problems, use strategies to efficiently solve them, and be able to explain their answers by giving reasons to support their work.

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To me, fluency is being able to accurately answer math facts and know how they came up with the answer. They should be able to answer the problems quickly.

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Fluency is the ability to perform math problems quickly and accurately. Being fluent means to choose strategy and easily apply it to the problem. Students who are fluent double-check results while working on concepts. They use their knowledge of number relationships and operations to solve unknown problems.

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I think about being able to determine and use the most appropriate strategy. A student with fluency can use number sense to problem solve and find a solution to a problem. It is not just memorizing facts and procedures. It is much deeper than that.

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When I think of fluency what first comes to mind, is speed and accuracy. However, I've become more aware of the fact that an understand of what they are doing is essential to fluency. Simply memorizing does not grow a mathematician ometimes fluency means knowing a strategy they can use to solve the problem, not immediately spitting out an answer.

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When I think of fluency....I immediately think of reading (because I taught just reading for 8 years).  However, fluency means (to me), how well does the student understand the numbers, the problems, etc.  They have to understand why the numbers work the way they do.  

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When I think of fluency....I immediately think of reading (because I taught just reading for 8 years).  However, fluency means (to me), how well does the student understand the numbers, the problems, etc.  They have to understand why the numbers work the way they do.  

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Fleuncy deals with being articulate and accurate. However, true fluency comes from understanding how to solve a problem as well. Fluency is much more than just rote memorization. A student can know that 3 times 3 is 9, but unless that student knows three groups with three in each group is equal to 9, that basic multiplication fact won't stick. Students need to know and understand how they are arriving at an answer before they can truly be fluent.

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Fluency is when someone is able to do something without hesitation or deep thinking. Before I began my methods classes in college, I believed that it meant rote memorization and that it came from flash cards and timed tests. Since then, and these number talks, I can see more clearly that fluency comes when a student can connect with a certain strategy and can get the correct answer almost every time and they feel comfortable enough to teach their way to another child.

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At first blush, the word fluency makes me think of rote memorization. After further thinking and reading, I believe it to be much more. Students must be able to understand how they solved the problem/got their answer. Once able to fully comprehend the steps in solving a math problem, fluency will come last.

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At first blush, the word fluency makes me think of rote memorization. After further thinking and reading, I believe it to be much more. Students must be able to understand how they solved the problem/got their answer. Once able to fully comprehend the steps in solving a math problem, fluency will come last.

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If students aren't able to understand the reasoning behind their answers, then it is difficult to become fluent.

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A common definition of Math fluency is when students are able to quickly and accurately recall basic math facts.

But more important than recall is that students have basic number sense. If they do not know the "why" of multiplication, then the memorization is not going to stick as effectively.

Also- for future problems- if they understand the concepts, before memorizing the facts students are better able to apply their knowledge to new situations. When they truly have an understanding of numbers, they can also determine the best strategy for solving problems quickly.

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To me, fluency  means not only knowing the answer to a  multiplication fact,, but also making the connection when solving using patterns and relationships  to understand the facts. I think it is important for students to be able to utilize strategies for solving facts they don't know. I use many strategies when I introduce multiplication to my students to give them confidence to solve facts they may not know. i believe that speed becomes a part of fluency, but it is not as important understanding the relationship between the numbers.

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Fluency in math is more of being able to understand and work through problems with meaning rather than quickness.  With all of the strategies being taught now, students are able to use the strategy that they relate to in order to  create their own understanding individually.  

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Fluency in math is more of being able to understand and work through problems with meaning rather than quickness.  With all of the strategies being taught now, students are able to use the strategy that they relate to in order to  create their own understanding individually.  

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To me, fluency is the ability to answer a math fact question accurately and efficiently.  In order to do so, Shelby is correct in saying that fluency is the last step in learning math facts because students need to be exposed to the patterns and relationships in multiplication in order to develop math fluency. Fluency to me is having the ability to recognize what strategy will work most efficiently and using that strategy effectively.

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I think when we talk about math fluency that speed is part of it.  However, being able to navigate/manipulate numbers is also important when a student runs into a problem.  In third grade we use a lot of these strategies to lay the foundation for understanding what the multiplication facts actually mean.

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I think when we talk about math fluency that speed is part of it.  However, being able to navigate/manipulate numbers is also important when a student runs into a problem.  In third grade we use a lot of these strategies to lay the foundation for understanding what the multiplication facts actually mean.

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The author continued to use words like "mastery" and "proficiency" rather than fluency. I found this important, because we often assume that fluency is associated with speed and rote memorization as opposed to actually internalizing and understanding how they arrived at their answer. Ultimately I think that fluency does involve an element of speed, but I think it is the absolute last step in the process. Students must first analyze the patterns and relationships that exist within multiplcation facts in order to better remember and understand them.

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When I think of "fluency", I think of fast and easy. Multiplication was always hard for me as a student because ROTE doesn't work for most! :)

I always did the "multiply the doubles then add/subtract"
For example: 7x8; I thought 7x7=49 and add 8 more to get 56. *I'm loving the fact that many of these strategies that worked for me are addressed in this book**

FLUENCY doesn't always mean correct answer. Fluency means efficiently answer. If you can answer one problem one way quicker than another, AND UNDERSTAND IT, then you're being successful with the fluency. Recall doesn't = learning; no learning doesn't = fluency.