If you read the postings here, we see hundreds and hundreds of the same three: A. There is no quick trick or magic wand or royal road. This is similar to reading fluency once you know the basic skills (and those are vital, not to be skimmed over) the way to get better at reading is to read, and the way to get better with numbers is to work a lot with numbers. You need to develop what is called “number sense”. And even if you go to a calculator, the calculator won’t tell you *which* operation to use, or whether the results make sense. Or to look ahead and figure out what the next step should be. It’s quite another thing to be accurate on multi-step problems involving several operations. (1) accuracy and speed *how far*? It’s one thing to be accurate on small one-step fact problems in primary school. However, as an experienced teacher at all levels of education, I can tell you two big problems that are very common: Submitted by Anonymous on Fri, - 7:37 PM You can see them waiting for the lighning to strike, and the relief and amazement when it doesn’t. Have you tried simply giving your student permission to count in her mind? I’m not joking here - many people take the rules they are taught in kindergarten and Grade 1 as the eleventh and twelfth commandments, and don’t realize that it’s OK to move on to different approaches (I have a personal battle against the incorrect but widely believed “Thou shalt write all numbers in pencil so that thou canst erase all thy work and end up with nothing but dirt.”) Students feel relieved but keep looking over their shoulders for a while after you give this kind of permission. Usually after a while the concrete stuff is just too much time and trouble and the student just drops it. This is quick, especially if you use a pen so you can just tap once to make a dot, and more efficient than changing the counters each time. Try an abacus with ten rows of ten beads each, and then replacing that with dot sketches.
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