Abstract
In an article that appeared in the Arithmetic Teacher, Madell (1985) described findings from a private school in New York City in which children were not taught any algorithms until the end of the third grade. Without algorithms, the children devised their own ways of solving computation problems. Madell's observation of the children's thinking led him to conclude that “children not only can but should create their own computational algorithms” (p. 20) and that “children can and should do their own thinking” (p. 22). The purpose of the present article is to reiterate Madell's call for reform, with supporting evidence from a public school near Birmingham, Alabama.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.