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Hover to see how Factors connect to Speed of Processing. Then click connected Factors to explore strategies related to multiple Factors.

Speed of Processing is the rate at which we perceive and process information and formulate an appropriate response. When we do math, we are perceiving an incredible array of information—numbers, shapes, symbols—and have to choose and apply the right skills for understanding it all. Supporting students as they develop their Speed of Processing skills helps them become quick, efficient, confident, and successful math students.

Speed of Processing influences:

- The rate at which students can recognize and differentiate numbers; and
- How well students can understand math material.

Content that is provided in clear, short chunks can support students' Working Memory.

Building with blocks is ideal for promoting early geometric and Spatial Skills.

As students solve problems in a group, they learn new strategies and practice communicating their mathematical thinking.

CRA is a sequential instructional approach during which students move from working with concrete materials to creating representational drawings to using abstract symbols.

Students activate more cognitive processes by exploring and representing their understandings in visual form.

Continual use of foundational skills with different problems reinforces a conceptual understanding of math skills.

10 minutes in each math session devoted to building fluent retrieval of basic arithmetic facts sets the foundation for learning new concepts.

Daily review strengthens previous learning and can lead to fluent recall.

In explicit number naming, the structure of the number name labels the number in Place Value order and clearly states the quantity.

Knowing the language of math is critical because students must use this language to understand math concepts and determine calculations needed.

Thinking of and about patterns encourages learners to look for and understand the rules and relationships that are critical components of mathematical reasoning.

Teaching students to recognize common problem structures helps them transfer solution methods from familiar to unfamiliar problems.

Discussing strategies for solving mathematics problems after initially letting students attempt to problem solve on their own helps them understand how to organize their mathematical thinking and intentionally tackle problems.

Dot cards build number sense and promote early math skills, particularly Spatial Skills and Non-symbolic Number knowledge.

Free collaborative play supports learner interests and promotes the development of more complex social interactions.

As students walk through stations working in small groups, the social and physical nature of the learning supports deeper understanding.

In guided inquiry, teachers help students use their own language for constructing knowledge by active listening and questioning.

Teaching students through guided play encourages them to take an active role in their learning and supports the development of a broad array of cognitive skills.

Spending time with new content helps move concepts and ideas into Long-term Memory.

Practicing until achieving several error-free attempts is critical for retention.

Math centers with math games, manipulatives, and activities support learner interests and promote the development of more complex math skills and social interactions.

Math games use numbers and Spatial Skills, allowing students to practice many math skills in a fun, applied context.

Rhyming, alliteration, and other sound devices reinforce math skills development by activating the mental processes that promote memory.

When students have meaningful conversations about math and use math vocabulary, they develop the thinking, questioning, and explanation skills needed to master mathematical concepts.

Multiple tables and chairs on wheels allow for setting up the classroom to support the desired learning outcomes of each activity.

Multiple display spaces help develop oral language skills as well as Social Awareness & Relationship Skills by allowing groups to share information easily as they work.

Visualizing how ideas fit together helps students construct meaning and strengthen recall.

Providing physical representations of numbers and math concepts helps activate mental processes.

Visual representations help students understand what a number represents as well as recognize relationships between numbers.

Multiple writing surfaces promote collaboration by allowing groups to share information easily as they work.

Connecting information to music and dance moves enhances Short-term and Long-term Memory by drawing on auditory processes and the cognitive benefits of physical activity.

Pretending allows students to step back from a problem or task and think about it from multiple angles.

Students deepen their understanding and gain confidence in their learning when they explain to and receive feedback from others.

Response devices boost engagement by encouraging all students to answer every question.

Transforming written text into audio activates different parts of the brain to support learning.

Students develop their skills by listening to and speaking with others in informal ways.

Three-phase lesson format is a problem-solving structure to promote meaningful math learning by activating prior knowledge, letting students explore mathematical thinking, and promoting a math community of learners.

Tossing a ball, beanbag, or other small object activates physical focus in support of mental focus.

Untimed tests provide students the opportunity to flexibly and productively work with numbers, further developing their problem-solving abilities.

Providing visuals to introduce, support, or review instruction activates more cognitive processes to support learning.

Wait time, or think time, of three or more seconds after posing a question increases how many students volunteer and the length and accuracy of their responses.

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