Computation

Computation is the term used to describe any type of information processing (Bobis, Mulligan & Lowrie, 2008).  It involves using a mathematical operation to solve a numerical problem (Origo, 2008).  As teachers, we must put emphasis on the role of children's thinking in their mathematics learning, and build curriculum based on the development of children's concepts (Ell, 2002).  Computation can be separated into 2 categories: computation using tools, and mental computation, the ability to calculate an exact numerical answer without the use of calculating tools (Origo, 2008).

Let's take a look at computation using tools, the first phase of computation.  Teachers can use representations to assist in the development of strategies.  In mathematics, we use representations extensively, as they form a concrete image of the problem in the students mind.  In the classroom, teachers can utilise tens frames, hundreds charts or number lines to represent problems to the students.  

A strategy like this will assist early childhood students in adding and subtracting numbers using mental computation.  During these activities, the teacher could use  some of the following questions to evaluate students understanding too:

• How did you solve that? Show us/tell us
• Did anyone else solve it that way?
• How is it the same?
• Who did it differently?
• How is that different?
• What do you think about those strategies?