The authors have found that having students learn accessible standard algorithms by explaining them using mathematics drawings increases students' sense of place--value numbers and enables students to articulate their understanding of what is actually happening with the numbers and why. In this article, they will discuss three standard algorithms…

Presents several alternatives to customary algorithms for whole number arithmetic. Includes a brief history of each algorithm and discusses why each might be useful for particular kinds of children. (KHR)

Discusses the use of manipulative materials to model operations and algorithms. Indicates that they clarify the several interpretations of each operation, establish a basis for correct mathematical language, and show why algorithms work. (JN)

A process for helping students in the elementary grades develop their own algorithms for subtraction with carrying is described. Pupils choose their own times and ways to move from manipulative materials to written notation. (MP)

Describes a pattern which emerged from an examination of the digits of the squares of numbers. Provides eight examples having the pattern at the units or tens digit of the number. (YP)

Outlines various subtraction methods, such as the decomposition method, equal-addends method, and low-stress algorithm. Describes a subtraction method by addition of complements. Discusses the advantages and disadvantages of the method. (YP)

Describes a multicultural enrichment project for 4th graders that highlights number systems and computation algorithms of various cultures. Discusses student responses and reactions. (KHR)

This paper describes the BUD project which surveyed childrens' conceptions of division, and of fractions and decimals. The lack of connection between counting skills and conceptual understanding is discussed. The expectations for new algorithms and the basic idea in planning the BUD project are summarized. Some previous studies on counting, the…