Written algorithms in the primary years: Undoing the good work?

Conference item

Clarke, D.. (2005). Written algorithms in the primary years: Undoing the good work? In M. Coupland, J. Anderson and T. Spencer (Ed.). Making mathematics vital (Proceedings of the 20th biennial conference of the Australian Association of Mathematics Teachers). Adelaide, Australia: Australian Association of Mathematics Teachers. pp. 93 - 98
AuthorsClarke, D.
Abstract

The teaching of conventional written algorithms in primary schools dominates the curriculum with concerning effects on both student understanding and self-confidence. In this paper, I summarise research findings and the opinions of key writers, with particular emphasis on the potential dangers of introducing conventional algorithms too early, and share research data from a follow-up study to the Victorian Early Numeracy Research Project. I make the argument that there is far more important work to be done in these years in developing concepts and strategies for mental computation, and offer some practical suggestions.

KeywordsCurriculum and Pedagogy;--Early childhood education;--Mathematics and Numeracy
Year2005
PublisherAustralian Association of Mathematics Teachers
Web address (URL)https://albert.aamt.edu.au/content/download/19063/252036/file/mm-vital.pdf
Open accessOpen access
Page range93 - 98
Place of publicationAdelaide, Australia
EditorsM. Coupland, J. Anderson and T. Spencer
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https://acuresearchbank.acu.edu.au/item/89111/written-algorithms-in-the-primary-years-undoing-the-good-work

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