Categorisation of mental computation strategies to support teaching and to encourage classroom dialogue

Mental strategies are a desired focus for computational instruction in schools and have been the focus of many syllabus documents and research papers. Teachers though, have been slow to adopt such changes in their classroom planning. A possible block to adoption of this approach is their lack of knowledge about possible computation strategies and a lack of a clear organisation of a school program for this end. This paper discusses a framework for the categorisation of mental computation strategies that can support teachers to make the pedagogical shift to use of mental strategies by providing a framework for the development of school and classroom programs and provide a common language for teachers and students to discuss strategies in use. Mental computation has been the focus of a major shift in mathematics education in many parts of the world. Recent curriculum documents in Australia and overseas th