Algorithms...Alcatraz: Are Children Prisoners of Process?
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| Title: | Algorithms...Alcatraz: Are Children Prisoners of Process? |
|---|---|
| Language: | English |
| Authors: | Hurst, Chris, Huntley, Ray |
| Source: | International Journal for Mathematics Teaching and Learning. 2018 19(1):47-68. |
| Availability: | Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.org.uk/ijmtl/index.php/IJMTL/about |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Mathematics, Multiplication, Mathematical Logic, Mathematics Instruction, Children, Foreign Countries, Elementary School Mathematics, Elementary School Students, Grade 3, Grade 4, Grade 5, Problem Solving, National Curriculum |
| Geographic Terms: | Australia, United Kingdom |
| ISSN: | 1473-0111 |
| Abstract: | Multiplicative thinking is a critical component of mathematics which largely determines the extent to which people develop mathematical understanding beyond middle primary years. We contend that there are several major issues, one being that much teaching about multiplicative ideas is focussed on algorithms and procedures. An associated issue is the extent to which algorithms are taught without the necessary explicit connections to key mathematical ideas. This article explores the extent to which some primary students use the algorithm as a preferred choice of method and whether they can recognise and use alternative ways of calculating answers. We also consider the extent to which the students understand ideas that underpin algorithms. Our findings suggest that most students in the sample are 'prisoners to procedures and processes' irrespective of whether or not they understand the mathematics behind the algorithms. [The title on the pdf is "Algorithms and Multiplicative Thinking: Are Children Prisoners of Process?"] |
| Abstractor: | As Provided |
| Number of References: | 24 |
| Entry Date: | 2018 |
| Access URL: | https://www.cimt.org.uk/ijmtl/index.php/IJMTL/article/view/112 |
| Accession Number: | EJ1189607 |
| Database: | ERIC |
| Abstract: | Multiplicative thinking is a critical component of mathematics which largely determines the extent to which people develop mathematical understanding beyond middle primary years. We contend that there are several major issues, one being that much teaching about multiplicative ideas is focussed on algorithms and procedures. An associated issue is the extent to which algorithms are taught without the necessary explicit connections to key mathematical ideas. This article explores the extent to which some primary students use the algorithm as a preferred choice of method and whether they can recognise and use alternative ways of calculating answers. We also consider the extent to which the students understand ideas that underpin algorithms. Our findings suggest that most students in the sample are 'prisoners to procedures and processes' irrespective of whether or not they understand the mathematics behind the algorithms. [The title on the pdf is "Algorithms and Multiplicative Thinking: Are Children Prisoners of Process?"] |
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| ISSN: | 1473-0111 |
