Number Sense and Fluency Article Reveals Surprising Facts for Educators

Share this news:

The Consortium on Reaching Excellence in Education has published its latest article covering number sense and fluency, which is aimed primarily at educators.

An article covering the subject of ‘number sense and fluency’ entitled ‘Number Sense and Fluency’ has now been released and published by Consortium on Reaching Excellence in Education (CORE), an authority website in the Education niche. The article brings to light fascinating information, especially for math teachers. Educators and anybody else who’s interested in teaching number sense and fluency to students can read the entire article at

Because learning new concepts in math is built on a solid foundation of understanding previous concepts and skills, perhaps one of the most interesting, or relevant pieces of information to educators, which is included within the article, is that the IES Practice Guide, Assisting Students Struggling with Mathematics (2009), recommends providing 10 minutes of daily practice to strengthen needed fluency with facts and procedures (pp. 79-83). Hattie, Fisher and Frey (2017) support this recommendation by documenting that spaced practice, repeated practice of previously learned knowledge over “a long period of time,” has a high effect size of 0.71 (p. 129).

The article has been written by Mary Buck, who wanted to use this article to bring particular attention to the subject of number sense and fluency. They feel they may have done this best in the following extract:

‘We want students to build fluency and number sense so that they can continue to understand and solve more complex problems at each new grade level. If students cannot do the “arithmetic” or calculations easily it is difficult for them to solve problems requiring simple calculations. This difficulty is caused by the amount of working memory we have available to us when solving problems. If our working memory is busy trying to figure out the computation, it is more difficult for us to make sense of the higher level mathematical concepts being grappled with at that moment.’

CORE now welcomes comments and questions from readers, in relation to they article. Mary Buck, Senior Educational Services Consultant at CORE has made a point of saying regular interaction with the readers is so critical to running the site because it helps them understand what topics are most interesting to their readers and how they can best provide that.

In discussing the article itself and its development, Mary Buck said:

“As teachers, I believe it is our responsibility to make sure that we are doing everything within our power to ensure students leave our mathematics classroom at the end of the year proficient in the fluency requirements as outlined in the CCSSM and included in all state standards. Anytime a child leaves a grade level without having the required fluency, the mathematical gap begins and continues to grow throughout the years as students fall further behind in their automaticity of facts and understanding of numbers. As we continue to teach mathematics, let’s make sure we are doing our part to teach the fluencies needed at each grade level.”

Anyone who has a specific question or comment about this article, or any article previously published on the site, are welcomed to contact CORE via their website at

Once again, the complete article is available to in full at

Release ID: 311954