1/n THREAD on 'automatic recall'.
I have heard research misquoted in defence of this ELG. Let's get this straight.
Fosnot & Dolk’s (2001) work is focused on children using derived fact strategies, not memorising; literature on automaticity is with children of over 5yrs of age,>>
2/n >> not 4- & 5yrolds Kamii's (2015) clear research-based objections to the USA’s CCS, which include a heavy emphasis on memorisation, is referring to 5- 8yrolds. Research is clear that prioritising the early memorisation of addition & subtraction facts, fails >>
3/n >>
(Davenport et al. 2019, Henry & Brown 2008) & not one person has been able to provide any supporting evidence for this being be a suitable goal for under-statutory school-age children. Those of us objecting to the term “automatic recall” have been painted >>
4/n >>
as being ‘against’ working towards fluency. This is fallacious. Check out my blog, & it is obvious the emphasis I & others place on fluency. Fluency is rightly one of the three aims of the mathematics NC, along with reasoning & problem solving. Let's get this right. >>
5/5>>
It is also worth bearing in mind that the NC does not apply to the R age child.
END.
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