Mathematical fluency without drill and practice. (English)

Math. Teach. (Derby) 240, 5-7 (2014).

Summary: The author asks how can we avoid letting ‘practice’ dominate the teaching of the new mathematics national curriculum. Is it possible to engineer practice in mathematics in such a way as to offer the learner more? The author provides an exemplar to show how posing ‘rich’ questions can provide sufficient practice to enable learners to develop mathematical fluency.