Faculty Mentor(s)
Dr. Gina Kling, Mathematics & Statistics
Document Type
Poster
Event Date
4-17-2026
Abstract
It is not uncommon to hear adults claim they are bad at math or always disliked the subject. This negativity often stems from early mathematical experiences which ranged from boring to highly discouraging and embarrassing. Thus a new emphasis in mathematics education recommendations is to change the narrative and help students develop joy, wonder, and curiosity about mathematics (MAISA & GELN, 2023). This is reflected in defining computational fluency (skill in carrying out arithmetic procedures like addition or multiplication) as comprised of flexibility, accuracy, efficiency, and appropriate strategy use (NRC, 2001). The “How Many” Routine, in which a carefully-designed image of a collection of dice, dominoes, or other real world objects is shown and the class shares a variety of viable solutions, is one way to provide meaningful, engaging computational practice that not only supports learner understanding but also builds mathematical confidence and interest. Yet this routine is considered a “black hole” in mathematics education research, as there has been a great deal of related research that indicates its potential, but a significant lack of research directly studying the routine (Matney et al., 2020). Our study attempts to address this research gap by examining an intervention consisting of nine “How Many” mini-lessons that were conducted in four elementary classrooms during May 2025. Data collection and analysis (in collaboration with researchers at Northwestern and Purdue Universities) include pre- and post-interviews with participating children to look for growth in fluency as well as detailed video analysis of the lessons to identify teaching moves for promoting rich mathematical discussion and learning. Quantitative analysis of the interview responses suggest that “How Many” activities have the potential for increasing student fluency.
Recommended Citation
Repository citation: Iden, Lillian; Williams, Ella; Munson, Jen; Larison, Sarah; and Yuqui, Leslie, "The “How Many” Routine as a Catalyst for Computational Fluency and Student Participation" (2026). 25th Annual A. Paul and Carol C. Schaap Celebration of Undergraduate Research and Creative Activity (2026). Paper 14.
https://digitalcommons.hope.edu/curca_25/14
April 17, 2026. Copyright © 2026 Hope College, Holland, Michigan.
Comments
Research reported in this presentation was supported in part by funding provided by the Howard R. & Margaret E. Sluyter Faculty Development Fund.
Title on poster differs from abstract booklet. Poster title: The “How Many” Routine: A Catalyst for Computational Fluency
Three author names appear on poster but not in the abstract booklet: Dr. Jen Munson, Dr. Sarah Larison, and Leslie Yuqui.