Basic Skills Practice

Not long ago mathematics classrooms were skill-based and reliant on regular practice of such skills. It was common practice for students to stand in front of the classroom and recite the times tables. Looking around the classroom, stars and rockets could be seen identifying individual levels of achievement. Students were given homework focused on basic skills. Enter back into the classroom, and one could see timed tests and flashcards. For some, these are still essential aspects in developing mathematicians.

With a focus on mathematical literacy, educators can be torn as to how to fit in skill-based practice. There is confusion and wonder as to how it might fit into the curriculum or if this is even permissible as good practice.

Reflection on the goal of skills-based practice can help to define and bring about meaning and clarity as to a teachers reasoning behind this practice. Mathematically proficient stu- dents tend to precision, calculate with accuracy, and focus on detail. Mathematically profi- cient students look for repetition, and generalizations. They can reason abstractly and quanti- tatively beyond computations. These students use mathematical knowledge to prove the rea- sonableness of solutions, back their reasoning with mathematical models, and critique the work of others. A mathematically proficient student goes beyond the basics of calculating but utilizes calculations in developing proficiency.

Within the classroom, teachers should consider ways to combine the skills based practice with the practices needed for mathematical proficiency. Consider talking about the calcula- tions. Look for students to explain their processes. Ask students to model the calculation. What are the different ways in which a solution can be reached? Discuss the processes, the misconceptions, and the understandings of students. When an incorrect solution is shared, this is the problem to discuss. Look for students to communicate, and reason. Ask students to make connections and model what appears to be basic.

Keep the basic skills practice in the classroom. The mathematically proficient student re- lies on automaticity and needs the basic skills to progress. However, extend the practice. Bring out the next level of thinking to develop mathematically literate students.