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National experts urge Texas to balance fluency and conceptual learning and modernize high‑school math pathways
Summary
A panel of learning scientists and math leaders told the Texas ad hoc committee that math instruction should combine procedural fluency with conceptual understanding, broaden pathways to include statistics/data science and invest in teacher content knowledge and job‑embedded professional learning.
National educators, researchers and mathematics leaders told a Texas State Board ad hoc committee on mathematics that the state should preserve foundational fluency while modernizing high‑school pathways to include statistics, data science and quantitative reasoning.
Kimberly Behrens, who described herself as a learning scientist, emphasized the neuroscience and behavior‑science evidence that repeated, reinforced practice to fluency produces long‑term retention, reduces cognitive load and enables more sophisticated, “generative” learning. Citing benchmarks used in practice, she said, “We know at Fit Learning that 50 to 60 math facts a minute — basically 1 a second — produces neurologic permanence and makes it easier for students to apply skills to more complex problems.”
Joni Funderburk, a longtime math educator and standards…
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