What does it really mean for students to be fluent with multiplying and dividing fractions and decimals?
Fluency is more than speed, recall, or memorization of procedures. True mathematical fluency involves selecting strategies that are flexible, efficient, accurate, and appropriate for a given situation. It empowers students to reason about numbers, make sense of mathematical relationships, and solve problems with confidence.
In this engaging and interactive workshop, participants will explore research-based approaches to developing fluency with multiplication and division of fractions and decimals through the lens of Figuring Out Fluency: Multiplication and Division with Fractions and Decimals by Jennifer Bay-Williams, John SanGiovanni, Sherri Martinie, and Jennifer Suh. Educators will examine the significant strategies that support procedural fluency, explore how these strategies grow from students' foundational understandings of multiplication and division, and experience classroom-ready routines, games, and activities that promote meaningful practice.
Through hands-on learning, collaborative discussions, and analysis of student thinking, participants will discover how to create equitable opportunities for all learners to develop fluency through reasoning, strategy use, and sense-making. Teachers will leave with practical instructional tools and resources that support students in becoming skilled and confident mathematical thinkers and problem solvers.
Plus, you will receive a copy of the book!
Learning Objectives
By the end of this workshop, participants will be able to:
- Define procedural fluency as the integration of flexibility, efficiency, accuracy, and appropriate strategy selection.
- Explore significant strategies for multiplication and division with fractions and decimals and understand how they develop from foundational multiplicative reasoning concepts.
- Analyze student thinking and implement instructional routines, games, and activities that develop fluency through reasoning and sense-making rather than memorization.