Thus, instruction should emphasize the meaningful development of these procedures, not speed of processing. The teaching of addition, subtraction, and multiplication algorithms should integrate renaming and no-renaming situations, and problems with remainders should be integrated throughout division. This approach is more efficient and eliminates some misconceptions that often occur. Many such experiences can be provided in the context of using place-value materials, computing mentally, or performing computational estimation. Although the exploration of computation with larger numbers is appropriate, excessive amounts of time should not be devoted to proficiency.
Success is possible for almost all children when they receive careful instruction.
Still, teachers should be sensitive to problems individual children might have and should be prepared to use a variety of methods to teach and assess computational knowledge.