Ms. Czaplinski, Portfolio

The link above will take you to my unit plan titled Alternative Algorithms.

Rationale:

“Whole number computation- adding, subtracting, multiplying, and dividing – has always been a major topic in the elementary school curriculum” (Chapin & Johnston, 2006). Whole number computation is a rational skill that is used daily, it is the foundation for arithmetic, and it can help students make sense of mathematical relationships, and prepare them for later work in mathematics (Chapin & Johnston, 2006).  

Typically all American school children have been taught to use one standard procedure for solving each of the four basic operations of arithmetic (addition, subtraction, multiplication, and division). The standard algorithms such as regrouping, and long division are not the only way that students should be taught to solve arithmetic problems. Many other countries around the world teach their students a variety of procedures to solve arithmetic problems. Compared to the standard algorithms used by the United States, many of the alternative algorithms are more efficient and easier to learn. Today, alternative algorithms are slowly becoming part of the elementary mathematics curriculum, for example; the Everyday Mathematics Curriculum integrates alternative algorithms in their math curriculum. (Chapin & Johnston, 2006)

            Alternative algorithms differ from standard ones in their cognitive requirements. Learning a variety of alternative algorithms that focus on number sense will help children develop a better understanding of number and operations. In addition, students with different learning styles will benefit from having a variety of algorithms. Making sense of algorithms can be instructive for students because it will help them to figure out why certain procedures work, it leads them to insights about important ideas such as place value, and mathematical properties (Chapin & Johnston, 2006). Furthermore, making sense of algorithms will help develop students’ critical and creative thinking skills. “Students need to understand a variety of approaches to solving problems in order to choose the most appropriate method based on the numbers involved and the complexity of the procedure” (Chapin & Johnston, 2006).