Exploring Primary Teachers’ Conceptions of Mathematical Fluency: Are We Speaking the Same Language?
Katherin CartwrightFluency in mathematics is defined in various forms, such as computational fluency, procedural fluency, and mathematical fluency. However, terms like “procedural” and “computational” often leave teachers interpreting fluency as simply being able to follow a set formula or to compute quickly. In this study, I explore practising primary teachers’ conceptions of mathematical fluency, including how they define mathematical fluency, what features they associate with the term, and what relationship, if any, understanding plays within mathematical fluency. In this presentation, I will report some initial findings from the questionnaire used in Phase 1 of the data collection for this research project.