Mathematical Storytelling: An Interview With Graham Fletcher

Wouldn’t it be wonderful if we could take math beyond memorization? We sat down to chat with expert Graham Fletcher to talk all things fact fluency math, classroom strategies, and more. Check out the Edpuzzle LIVE Workshop to learn more!

1. How did you decide to go into teaching? Can you tell us a bit about your teaching background?

Growing up, I coached soccer for many years, and it was during that time I developed a love for working alongside elementary-aged students. I don't come from a family of educators, but I am more than confident that teaching is my called purpose.

I have served in education as a classroom teacher, math instructional lead, and currently as a math specialist. I’m continually seeking new and innovative ways to support students and teachers in their development of conceptual understanding in elementary mathematics.

2. What was math class like for you as a student?

As a student, I dreaded math class because it was always based on rules, procedures, and speed. I struggled to keep up in math class, and to this day, I remember having many tutors.

3. What’s the problem with using memorization as a technique in math teaching?

The biggest issue I see with memorizing is that we lack the conceptual knowledge and understanding of how or when to apply those rules in context. Many times, memorization results in knowledge that is quickly learned and then quickly forgotten.

4. What is fact fluency and why is it so important?

Fact fluency is so much more than just knowing single-digit facts. It is about building an understanding of number and number relationships that are scalable for years to come.

5. What are 3 Act Tasks?

3 Act Tasks are a type of problem-based lesson that originated from Dan Meyer. The tasks are presented through media and are divided into three distinct parts.

To begin, students watch a video and derive a mathematical question based on something they wonder.

Students must then identify the information they need to solve the question or wondering they have.

After using the information they just received, students will solve the problem and a final video is shown to validate or answer the student’s question.

6. How can teachers start using these strategies in the classroom?

There are many videos online where teachers can watch fellow educators model 3 Act Tasks. After understanding the breakdown of a 3 Act Task, the best way to learn is to dive in with a colleague and co-teach one of these lessons.

I'm a firm believer that all of us are smarter than one of us, and the more we can collaboratively work together, the better off our students will be.

7. What do you see as the role of video in a math classroom?

Video can play a pivotal role in sense-making because it allows teachers to incorporate the real world into their classrooms.

Integrating video helps create a space where all learners feel invited to the math being taught. Traditional textbooks introduce math through print which can make an inequitable space for many of our non-readers and multilingual students.

Using video and media whenever possible help creates a more accessible classroom.

8. How would your students describe you?

I think my students would describe me as a good listener and someone who always took the time to really listen and care about what they had to share.

9. What was one of your most successful lessons and what made it a hit?

I don't think I have a favorite lesson but I always enjoy using images and video whenever possible because it gives students who are usually marginalized in math class an opportunity to participate and advocate for their own learning.

To learn more about Graham Fletcher and his math mission, check out his website or follow him on Twitter.