But this Isn’t How I Learned Math! A Table Talk on Fluency, Flexibility, and the Science of Math
SESSION DATES & TIMES COMING IN AUGUST 2026
Audience Classification: Digital Learning Audience Expertise: All Levels - This session is intentionally designed to engage and provide value across experience levels-from beginners to seasoned leaders. Grade Level Focus: Middle Schools, High Schools Primary Audience: Counselor / St Support, Teacher, Inst Leader Does this session focus on a specific product? No – This session is focused on ideas, strategies, or practices, not a specific product or service.
Learning Designer Edmentum White Plains, New York, United States
Abstract Description : “But this isn’t how I learned math!” Many parents and educators feel caught between traditional approaches and evolving instructional methods. Should we focus on memorization and standard algorithms, or emphasize flexibility with multiple strategies? In this interactive table talk, we'll unpack both sides of the "new math" vs. "old math" conversation and explore what cognitive science actually says about fluency, automaticity, and the relationship between procedural and conceptual knowledge.
These questions take on new meaning in digital and blended learning, where instructional design decisions shape how students experience fluency and flexibility. Participants will engage in a facilitated discussion where we surface common instructional beliefs, examine research-backed arguments, and reflect on our own experiences as learners and educators.
Come ready to share your perspective, challenge your assumptions, and consider what really helps students succeed in math today.
Learning Objectives:
Describe key instructional approaches for developing math fluency, including arguments for standard algorithms and strategy flexibility, and explain how these align with cognitive science research.
Engage in respectful, research-informed dialogue to articulate, question, and reflect on their own beliefs about effective math instruction.
