Mental Computation of Students in a Reform‐Based Mathematics Curriculum

Abstract

Traditional school instruction in mathematics has generally produced students who are poor at mental computation and exhibit a weak sense of number and mathematical operations. In this study, fifth graders who had been in a reform‐based mathematics curriculum since kindergarten were given a whole‐class test on mental computation problems. Baseline data with students in traditional mathematics curricula were used as a comparison. The students in this reform‐based mathematics curriculum performed much higher than the comparison group on all but one problem, and on most problems, this difference was substantial. Additionally, a student preference survey indicated that students in the reform curriculum were more likely to consider the calculator as an option than were the baseline group. They were also more able to recognize problems that did not lend themselves to mental computation. Individual interviews indicated that experiences in the primary grades with “invented” algorithms and discussing alternative solutions led to a better ability to compute mentally and a stronger number sense.