![]() We don’t have to begin at the basic level (e.g., drill and kill, imitate what I do, etc). In the same way, mathematical algorithms can be taught at many different cognitive levels. Clearly, teaching at the highest cognitive level requires allowing students to explore and create their own algorithms.Īny topic can be taught at low levels (memorizing the constitutional amendments) or higher levels (applying the first amendment to case law). But at the highest levels, you can construct your own algorithm and evaluate alternative algorithms. Teaching algorithms at such a level requires a teacher to explain why it works, provide a logical derivation or proof, and make connections with students’ prior knowledge. At cognitive levels that are just a little higher, you could understand why an algorithm works and how it could be used. If you were learning at the lowest cognitive level, you would just remember an algorithm because the teacher showed the steps or you read it in a book. According to Fan and Bokhove, we need to consider the teaching of algorithms in the context of Bloom’s taxonomy (including updated versions of Bloom’s work). ![]() But if we’re not careful in how and when we introduce them in the classroom, we risk having our children miss out on developing rich understandings of mathematics. Rethinking the Role of AlgorithmsĪlgorithms are useful and efficient tools. Of course the video reminds me of the old School House Rocks videos (that’s how I learned about conjunctions, memorized the preamble to the constitution, and more). Any parent trying to help their children with how to divide by fractions will certainly go to the internet and find the following: Click on the image to see NUMBEROCK’s video.Įven our public broadcasting system has jumped on board the Keep-Change-Flip algorithm. Personally, I think they’re fighting an uphill battle when it comes to fraction division. Even Canada’s curriculum framework excludes the standard algorithms for the four basic arithmetic operations. Fan and Bokhove cited several studies that promoted this perception, including the TIMSS 1999 Video Study that described poor math lessons as “very algorithmic” and “rule-oriented”. ![]() ![]() But, as they noted, there is a negative perception of algorithms. I just finished reading an article by Lianghuo Fan and Christian Bokhove (2014) that provided an excellent literature review and argument that there is a role for algorithms in the mathematics classroom. In my opinion, nothing could be further from the truth.Īn algorithm is a fixed set of step-by-step procedures for solving a (mathematics) problem Fan & Bokhove, 2014, p. But in our zest to achieve those goals, professional math educators sometimes give the impression that algorithms are enemies that should be banished from classrooms. In the new era of the Core Curriculum and reformed mathematics teaching, the big goals are to have our children understand mathematics deeply and solve problems creatively, rather than just memorize a bunch of meaningless steps. ![]()
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