Computation in the primary mathematics classroom : going mental

This paper begins with a brief overview of mathematics computation within the Australasian primary classroom. It examines the reasons for the predominance of the written algorithms, the resistance to student use of calculators, and the preference for mental arithmetic in the traditional classroom. The paper then seeks to highlight the change to computation that has swept across the region in a particularly short time. This change is associated with a new view of mathematical proficiency, which is defined in terms of involving conceptual understanding, computational fluency, strategic mathematical thinking and a productive disposition The paper touches upon the current trends that promote the use of mental computation over mental arithmetic, the use of the calculator as a learning tool, and the loss of status of the standard written algorithms and the rise of informal student methods. It examines some pedagogical strategies such as the empty number line and issues of current practice such as the computation triangle. This paper ranges across a number of related issues and claims that it is an exciting time for primary classrooms where 'going mental' takes on a new and important meaning.