Abstract
In the past, much of the discussion about elementary school mathematics revolved around arithmetic and children's facility with standard algorithms. Current recommendations, however, suggest that encouraging children to invent computational procedures that make sense to them and to analyze how those procedures work may be more beneficial (Campbell et al. 1998; Kamii 1998; Russell 1999; Schifter 1999). This expansion in the array of possible procedures children may use and the thinking they may do in analyzing them means that simply considering children's accuracy with computation is no longer reasonable. Instead, to clarify our changing expectations of elementary students'work in computation, mathematics educators now talk about computational fluency (NCTM 2000; Russell 2000).
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