Abstract
Computational understanding and proficiency are in many ways the quintessential goals of elementary school mathematics. Although the terminology is somewhat new, the idea of computational fluency has deep historical roots. We searched the archives of Teaching Children Mathematics and its predecessor, The Arithmetic Teacher, for an article that would give readers a sense of the timelessness of some of the issues surrounding the work of teaching for computational fluency. The following piece by William Brownell, published very early in the history of the AT, provides a wonderful balance between historical perspective and contemporary relevance.
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