Newsgroups: comp.edu
Path: utzoo!utgpu!jarvis.csri.toronto.edu!ai.toronto.edu!tjhorton
From: tjhorton@ai.toronto.edu ("Timothy J. Horton")
Subject: Re: Mental arithmetic, was: Calculators in exams, was: Becoming CAI literate
Message-ID: <1988Feb28.224421.6922@jarvis.csri.toronto.edu>
Summary: I didn't write it.  In fact, I disagree
Organization: Department of Computer Science, University of Toronto
References: <2032@ukecc.engr.uky.edu> <3900008@nucsrl.UUCP> <24954@cca.CCA.COM> <2208@ttrdc.UUCP>
Distribution: na
Date: Sun, 28-Feb-88 22:44:21 EST


In article <2208@ttrdc.UUCP> levy@ttrdc.UUCP (Daniel R. Levy) writes:
>In article <24954@cca.CCA.COM>, g-rh@cca.CCA.COM (Richard Harter) writes:
>> In article ... tjhorton@ai.toronto.edu ("Timothy J. Horton") writes:

I did not write the following.  In fact, I disagree entirely with the position.
Richard Harter wrote it -- credit where it's due.

>> 	If you have a reasonable aptitude for arithmetic, it is faster to do
>> the odd multiplication in your head than reaching for a calculator -- if you
>> have been trained for quick mental arithmetic.  I amuse myself and startle 
>> people by giving the answer to routine calculations while they are still 
>> fumbling with the calculator.
>> 	I am inclined to think that quick mental arithmetic ought to be
>> taught in the schools.

I don't think mental arithmetic is very important for strong mathematical
facility.  'Amusing oneself and startling others' may be important for TV
game shows, but how much else?  If the 5 functions on your basic calculator
were the core of mathematical prowess, every student in the world capable
of pressing buttons would surpass the accomplishments of Einstein, given
enough 9 volt batteries.  Understanding arithmetic is important, but I
question the value of the hours that would be needed to teach QUICK, MENTAL
arithmetic in schools, when some much else of value is 'out there' in math
to be learned.