ABSTRACT
Fischer et al. summarized multiple arguments for and against teaching algorithms. The proponents of teaching standard written algorithms argue that using algorithms increases accuracy and speed of performance and that using algorithms, rather than mental computation, is needed when students solve problems. Having mastered arithmetic calculations oneself, it can be difficult to re-enter what it is like for children encountering them for the first time. Research on students’ performance on column addition shows misalignment and inappropriate “carry” are frequent errors. In this chapter, the authors consider several non-standard algorithms for multiplication. They draw connections to the standard algorithm and comment on the teaching of it. One way to perform multiplication is known both as Russian Peasant multiplication and as the Egyptian algorithm. Nevertheless, the authors believe that experiences with different algorithms result with reinforced understanding of the familiar, which in turn influences one’s teaching to focus on why an approach works, not only how it works.
