Suggests that algorithms, both traditional and student-invented, are proper objects of study not only as tools for computation, but also for understanding the nature of the operations of arithmetic. (Author/NB)

Suggests that issues surrounding the teaching of algorithms focus not on whether to teach them but rather on balancing and connecting the development of algorithmic thinking. Presents an approach to help students develop their algorithmic thinking. Contains 18 references. (ASK)

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)

Encourages teachers to allow opportunities for students to present alternative algorithms, whether the students invent them or learn them, then lead a discussion about the meaning of the operations with the goal of students understanding why the algorithm works. Teachers with students of similar racial and ethnic backgrounds should encourage the…

Examines the philosophy behind the issue of computational fluency in "Principles and Standards." (Author)

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

Describes teaching strategies in which children are encouraged to develop computational procedures that are meaningful to them. Authors state that classroom observation reveals most primary students to be capable of developing their own accurate solution procedures for multi-digit addition and subtraction as well as for simple multiplication and…