Mental computation--that is, calculating in the head--is a relatively new topic in mathematics curricula for primary-age children. It is an important skill because it enables children to learn more deeply how numbers work, make decisions about procedures, and create strategies for calculating, thus promoting number sense--a well-developed…

Mathematical computation consists of both written computation and mental computation. The strategies for mental computation can be used to check the reasonableness of written computations. Mental computation has two distinguishing characteristics: "it produces an exact answer, and the procedure is performed mentally, without using external…

This fourth book in the Mathematics Recovery series equips teachers with detailed pedagogical knowledge and resources for teaching number to 7 to 11-year olds. Drawing on extensive programs of research, curriculum development, and teacher development, the book offers a coherent, up-to-date approach emphasizing computational fluency and the…

The mathematics curriculum in the United Kingdom (UK) has undergone radical changes, placing a particular focus on mental computation. Pupils are not taught written methods of computation until they are able to add and subtract any pair of two digit numbers mentally. Teacher education programmes in the UK have required adaptation to reflect these…

The history of mental computation in the elementary school curriculum is briefly described, followed by discussion of the benefits of mental computation. How thinking skills are enhanced is then illustrated. (MNS)

This article calls attention to testing as an integral part of teaching mental computation. It begins with an overview of students' performance and is followed by some specific suggestions for testing mental computation skills in the classroom. (Author)

Computation activities focusing on speed and accuracy do not provide children with the opportunity to learn or develop their own mental computation strategies. Sets out some goals and ideas for teaching mental computation and introduces a card game for helping children compute mentally. (ASK)

Use of compatible numbers resulting in easy mental computations is described, along with related teaching and testing tips. (MNS)

Using factoring as an aid to mental multiplication is illustrated. Other suggestions for teaching mental computation are also included. (MNS)

Discusses mental computation and how and when it should be taught. Describes seven properties of mental algorithms. (YP)

Activities on estimation and mental computation are presented. Patterns on a hundred chart, an amazing fact, teaching and testing tips, and other references are included. (MNS)

What mental computation and estimation are, what is known from research about each process, and what can help students develop these skills are discussed. (MNS)

Strategies for rapid mental computation are explained, including multiplying by 11 (or 21, 31, etc.); adding columns of numbers; and multiplying 2-digit numbers. Rapid mental computation is suggested as a motivator for investigating the underlying mathematical principles. (DB)

After summing up the current status related to estimation and mental computation, what needs to be done to promote increased instruction on these topics is discussed. (MNS)

Research has established that children's development of addition and subtraction skills progresses through a hierarchy of strategies that begin with counting-by-one methods through to flexible mental strategies using a combination of knowledge of basic facts and understanding of place value. An important transition point is the shift from the…