The Harmful Effects of Algorithms in Grades 1-4
Encyclopedia
The Harmful Effects of Algorithms in Grades 1-4 is a research paper published in the NCTM 1998 Yearbook and written by Constance Kamii
and Ann Dominick. It argues that that children should not be taught through traditional mathematics
methods in elementary school, and should instead be guided to construct their own mathematical reasoning.
The paper's data is derived from a sample of 46 low-performing, low-socioeconomic status 1st graders, divided into control and experimental groups - the experimental group was found to perform better on word problems at the conclusion of the school year.
Textbook curricula such as Investigations in Number, Data, and Space which were inspired by the NCTM standards fully carry out the recommendation of not only omitting instruction of traditional computation methods, but instructing teachers in the teacher guides to not permit students to use such methods as regrouping, adding and dividing the number of items to compute an average, or multiplying length by width by height to compute volume, even if learned outside the class from home.
Such texts are often supplemented by districts such as Bellevue School District
with other texts even though the teacher guide states that the book needs no supplement, and the supplements generally provide instruction in methods specifically recommended by Investigations to be removed from the curriculum such as using "R" to indicate a remainder.
Constance Kamii
Dr. Constance Kamii is a Professor, Early Childhood Education ProgramDepartment of Curriculum and Instruction at the University of Alabama at Birmingham.-Overview:...
and Ann Dominick. It argues that that children should not be taught through traditional mathematics
Traditional mathematics
Traditional mathematics is a term used to describe the predominant methods of Mathematics education in the United States in the early-to-mid 20th century. The term is often used to contrast historically predominant methods with non-traditional approaches to math education...
methods in elementary school, and should instead be guided to construct their own mathematical reasoning.
The paper's data is derived from a sample of 46 low-performing, low-socioeconomic status 1st graders, divided into control and experimental groups - the experimental group was found to perform better on word problems at the conclusion of the school year.
Textbook curricula such as Investigations in Number, Data, and Space which were inspired by the NCTM standards fully carry out the recommendation of not only omitting instruction of traditional computation methods, but instructing teachers in the teacher guides to not permit students to use such methods as regrouping, adding and dividing the number of items to compute an average, or multiplying length by width by height to compute volume, even if learned outside the class from home.
Such texts are often supplemented by districts such as Bellevue School District
Bellevue School District
Bellevue School District No. 405 is a public school district in King County, Washington, USA that serves the communities of Bellevue, Clyde Hill, Medina, Hunts Point, Yarrow Point, Beaux Arts Village, and portions of Newcastle, Kirkland and Redmond. As of October 1, 2010, the district has an...
with other texts even though the teacher guide states that the book needs no supplement, and the supplements generally provide instruction in methods specifically recommended by Investigations to be removed from the curriculum such as using "R" to indicate a remainder.
Citation
"The Harmful Effects of Algorithms in Grades 1-4," in Lorna J. Morrow and Margaret J. Kenney, eds., The Teaching and Learning of Algorithms in School Mathematics, 1998 Yearbook (Reston, Va.: National Council of Teachers of Mathematics, 1998), pp. 130-40; and Constance Kamii, Young Children Continue to Reinvent Arithmetic, 3rd Grade (New York: Teachers College Press, 1994), pp. 33-48.Papers which cite the article
- http://www.pdkintl.org/kappan/kobr9902.htm Parrot Math By Thomas C. O'Brien, Phi Delta Kappan, the professional journal for education (1999). "[T]he fact is that the back-to-basics approach, not the activity-based approach the critics abhor, has failed us."