Keywords
algorithms in the early grades
multidigit addition and subtraction
place value in grades 1-4
teaching rules
encouraging students own thinking
How to Cite
Abstract
This article summarizes the evidence collected since the 1970s againts algorithm teaching, in order to promote the contrary: encounraging children to execute their thinking about arithmetic problems in order to construct knowledge. The harmful effects of teaching "carrying" and "borrowing" were demonstrated by asking second, third, and fourth graders to mentally solve problems like 7 + 52 + 186. The children who had not been taught these algorithms gave correct answers much more frequently, and the errors they make were much more reasonable (e.g., 235) than the errors made by students who were taught these rules (e.g., 989 and 29). It was concluded that teaching these rules is harmful to the great majority of students because (a) it makes students give up their own thinking, and (b) it "unteaches" place value.
How to cite:
Kamii, C., & Dominick, A. (2011). Los efectos negativos de enseñar algoritmos en grados primarios (1ro al 4to). (Trad. N. Zambrana). Pedagogía, 43(1), 59-73. Retrieved from https://revistas.upr.edu/index.php/educacion/article/view/16574
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