To teach or not to teach algorithms

Kamii, Constance; Dominick, Ann

doi:10.1016/s0732-3123(97)90007-9

Cited by 47 publications

(41 citation statements)

References 11 publications

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“…Several researchers have shown how students that work with algorithms seem to focus solely on remembering the steps, and many argue that this weakens the students' understanding of the underlying mathematics, see e.g. Leinwand (1994), McNeal (1995), Kamii and Dominick (1997). In a case study by Brayer Ebby (2005), the author followed a student during three school years, from grade two to grade four of elementary school.…”

Section: Introductionmentioning

confidence: 99%

Types of reasoning required in university exams in mathematics

Bergqvist

2007

The Journal of Mathematical Behavior

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Section: Introductionmentioning

confidence: 99%

Types of reasoning required in university exams in mathematics

Bergqvist

2007

The Journal of Mathematical Behavior

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“…Students are expected to "know" the algorithm for each operation and use it fluently to solve problems. Kamii & Dominick (1997) probed students' understanding of arithmetic operations and found that excessive emphasis on the teaching of conventional algorithms (a part of social-conventional knowledge of mathematics) was constraining students in developing an understanding of relationships between numbers (logico-mathematical knowledge). Further, it has been noted by Khan (2004) that an overemphasis on techniques of memorisation of algorithm makes it difficult for students to reflect on the problem and check the appropriateness of their solutions.…”

Section: Teachers' Knowledge Of Arithmeticmentioning

confidence: 99%

Untitled

2018

AJTE

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“…For example, Kamii and Dominick (1997) studied children's acquisition of math concepts and algorithm teaching (see Benezet, 1935Benezet, /1936 for a similar, early example). 2 nd , 3 rd , and 4 th graders were tested for effects of teaching computational algorithms such as those of "carrying."…”

Section: "Academic Skillsmentioning

confidence: 99%

Play as the Foundation of Human Intelligence: The Illuminating Role of Human Brain Evolution and Development and Implications for Education and Child Development.

Blaisdell

2013

jevohealth

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Children love to play. Why do they find such a frivolous activity so pleasurable and desirable? Perhaps it is not frivolous, but instead is an adaptation designed to guide proper cognitive development in human children. To understand why, I marshal evidence from different fields to build a case for play as a central behavioral mechanism of human brain and cognitive development. I start with a discussion of human evolution, focusing on the evolution of human physiology, tool-use, the human brain, and life-history strategy, and development, and how these are all connected as an adaptive suite. The anthropological and developmental evidence suggests the existence of an extended childhood adapted to establish the skills, knowledge, and understanding necessary to become a successful hunter-gatherer. I also compare human and chimpanzee brain development, and how brain-specific genes evolved uniquely in humans to foster human brain development. I conclude with the evidence from developmental psychology that even contemporary, first-world children are born with the drive to learn and develop intellectually through play. In this framework, human play can be viewed as an adaptation that guides human brain development to produce curious, intelligent and well-adjusted adults. I close by speculating on the possibility that barriers to or constraints on play may hamper intellectual and cognitive development. I focus on the important concept of developmental decanlization as a mechanism of evolutionary mismatch. I argue that more empirical study is needed to better understand the importance of play compared to other forms of education for optimal intellectual and cognitive development.

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To teach or not to teach algorithms

Cited by 47 publications

References 11 publications

Types of reasoning required in university exams in mathematics

Types of reasoning required in university exams in mathematics

Untitled

Play as the Foundation of Human Intelligence: The Illuminating Role of Human Brain Evolution and Development and Implications for Education and Child Development.

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