# 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

Authors | Clarke, 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. |

Keywords | Curriculum and Pedagogy;--Early childhood education;--Mathematics and Numeracy |

Year | 2005 |

Publisher | Australian Association of Mathematics Teachers |

Web address (URL) | https://albert.aamt.edu.au/content/download/19063/252036/file/mm-vital.pdf |

Open access | Open access |

Page range | 93 - 98 |

Place of publication | Adelaide, Australia |

Editors | M. Coupland, J. Anderson and T. Spencer |

Permalink -

https://acuresearchbank.acu.edu.au/item/89111/written-algorithms-in-the-primary-years-undoing-the-good-work

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