Navigating the real world
Boaler thinks the ability to “figure out” the answer makes me a better mathematician than the student who has memorized it all. After all, even that student might freeze or accidentally recall 132 (the answer to 11×12) instead of 121. This student can’t even figure out a way to check his/her work, because the student either memorized the correct fact or not. There’s no method.
Of course, there’s at least some debate whether flashcards or speed drills might have their place within a truly mathematically rich curriculum. Boaler doesn’t think so, but others have disagreed with her.
The bigger point, however, is it’s time to start teaching our children how to think mathematically. Put a math problem in the context of a real world problem. Use real objects to demonstrate it. Manipulate the numbers. Then and only then write the math fact. Teach your child that numbers are not the enemy, but used constantly in his/her everyday environment.
Putting the W in holistic
Finally, remember that so much of mathematical success in a child with a disability depends, not on the further rapid recall of math facts, but on filling in the wholes that developed years ago. Go back and help your child develop the number sense to much easier problems (not just the correct answer) by playing with and manipulating numbers. Use brain training to develop your child’s visual memory and steady images. Doing the two things with your child will help them far more than any flashcard, even if you later incorporate flashcards somewhere into your routine again.
More of this here.