T2T || FAQ || Ask T2T || Teachers
T2T || FAQ || Ask T2T || Teachers' Lounge || Browse || Search || Thanks || About T2T
View entire discussion
To: Teacher2Teacher Service
Date: Aug 31, 2013 at 04:27:24
Subject: Use of Timed Tests for Basic Facts
Hello! Am wondering about the latest research vis-a-vis timed tables
testing (+,-, x and ÷). I do not teach in an area that mandates
standardized testing. My Grade 3 students and I engage in weekly "number
talks" (Sherry Parish) and the overall environment of math class is
conceptual in nature, always!
In the past, I've done some timed testing, 3x/week (30 questions, 3
minutes, for duration of school year), a total of 9 minutes versus the 4
hours of conceptual math time spent/week.
I have read some evidence (on Internet) put forth by Jo Boaler that timed
tests cause math anxiety. Then, I also read some evidence (on Internet)
that discounted Boaler's points. Not sure what to make of either camp, I
only took a very brief look.
Ultimately, I am wondering if timed tests in an environment that stresses
and builds on conceptual, "ok"? I've found that teaching for understanding
using something like: 7+3 = 6+4 is very valuable. Discussing how to solve
9+5 by showcasing how 10+5-1 is more efficient, I get it. Improving number
sense and teaching for flexibility improves conceptual understanding.. we
Though, I have also seen that when we get to longer, more complex problem
solving, sitting there and still using fingers for 3+7... well, that cause
challenges too. Will timed tests help lessen the chance of the 3+7
What does the literature say??
Math Forum Home || The Math Library || Quick Reference || Math Forum Search
© 1994-2015 Drexel University. All rights reserved.
The Math Forum is a research and educational enterprise of the Drexel University School of Education.