Journal of the Mathematics Council of the Alberta Teachers’ Association
Volume 43 Issue 2, June 2005
30 – 33
Developing Algorithms for Fluency and Understanding: A Historical Perspective
Gladys Sterenberg
Recent reforms in mathematics have called for a decreased emphasis on pencil-and-paper computations {National Council of Teachers of Mathematics 2000; Alberta Learning 1997). However, a tension between fluency and mathematical understanding exists in many elementary classrooms as teachers grapple with the place of algorithms in the curriculum. A review of the historical development of addition and subtraction algorithms suggests that this tension is not a recent phenomenon. Moreover, many of the standard algorithms used in Canadian classrooms today do not represent the most efficient or pedagogically sound approach to adding and subtracting (Carroll and Porter 1998). By considering the historical development of algorithms, perhaps we can reframe the link between fluency and understanding.
