Jane Sparrow 20144178

Mental computation - A Strategies Approach

Alistair McIntosh

Summary

“…Mental computation demands active thought about numbers and operations rather

than unthinking recall of procedures – the essence of problem-solving is to use all one

knows about a situation in order to come up with an optimum solution strategy.”

Alistair McIntosh

Mental computation is the skill to calculate mentally within a range of calculations

that do not require additional support; it is an essential skill for students to acquire to

assist them in every day tasks.

The article written by Alistair McIntosh touches on what mental computation is; how

it fits into mathematics; why it is important; and multiple strategies of mental

computation such as how to develop students strategies and effective approaches to

mental computation.

McIntosh suggests that the ultimate goal for students, regarding mental computation,

is for students to have instant recall of basic facts, have developed flexible strategies

for a wider range of mental calculations, and know when and how to turn to pencil-

paper or a calculator for complex computations.

McIntosh continues to say that students with good mental computation skills use a

range of mental strategies when performing calculations, drawing on understandings

of numbers and known relationships.

 Jane Sparrow 20144178

Reflection

In schools I think it is essential that students be taught mental computation strategies,

as it is a life-long skill to have. Students must be given multiple varying opportunities

in which they can use mental computation as it enables students to form a deeper

understanding of number relationships and operations.

In previous classroom experiences I have used single and double-digit addition and

subtraction counting games as efficient strategies for students to become competent

and confident with their counting back and forth.

These games consisted of a “magic” number, which if landed on resulted in the

student being out. The students loved the game because of the challenging and

competitive side of it. It also was obvious to see the increase in fluency of mental

computation when adding and subtracting numbers.

Another easy task for children is “singing” their multiplications. Whilst children do

not necessarily recognise this as mathematic skills, they are constantly increasing their

multiplication knowledge as well as their understanding of number relationships and

number families.

 
Reference:  
 
McIntosh, A. (2004). Mental computation: A strategies approach (pp. 4-10). TAS:
University of Tasmania.