Analysis of the Correlation between the Use of Written Algorithms and Success in Mental Calculation

International Society for Technology, Education, and Science. 944 Maysey Drive, San Antonio, TX 78227. Tel: 515-294-1075; Fax: 515-294-1003; email: [email protected]; Web site: http://www.istes.org

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Correlation; Mathematics Instruction; Computation; Mathematics Curriculum; Preferences; Elementary School Students; Student Attitudes; Foreign Countries; Algorithms; Secondary School Students; Undergraduate Students; Age Differences; Problem Solving; Cognitive Processes

This paper explores the correlation between mental calculation performance and the frequency of using written algorithms in mental calculation tasks. Mental calculation is a mathematical tool used in everyday life situations during and after our formal education. After presenting an overview of the professional literature on this topic, the paper will present calculation methods and show how represented they are in the Curriculum. For the empirical part of the research, a total of 233 Croatian students aged 10 to 22 years were tested and interviewed. The previously mentioned correlation was then analyzed. An overview of the interview results will be presented as well. It was found that school mathematics does not always contribute to the development and flexibility in using mental calculation strategies because of the student preference for acquired written algorithms. Definitely, recommendation is shifting the focus from written calculation and procedures to the mental, discussing the associated strategies and different concepts of number. In this way, formal education could contribute to what students really need later on, in both private and professional situations in which they may find themselves on a daily basis. [For the full proceedings, see ED630948.]

As Provided

2023

ED630953