This is essentially an e-mail message I sent to a discussion group; it is slightly edited. The question being discussed was whether schools should teach THE standard algorithm, and make students practice until they can do it automatically. I pointed out that there is no single standard algorithm.
There several different algorithms that are widely used. Most currently used algorithms are based on the same principles (place value, commutativity, etc.), but the actual techniques are different.
Examples:
7 8 9
+ 4 5 3
-------
1 1 3 2
2 4 sum: 1242
Possible advantages: fo>
Possible advantages: for most purposes, the left end of the number
is most important, so if you are estimating, you don't have to finish the
whole computation. In many languages reading goes from left to right; why
do we do arithmetic right to left, and with the least important digit first?
I had a student who said she learned this method in England as a child. (Though I may be misremembering.)
1 4 1 2Another problem, same method:
- 8 6 6
----------1 4 1 12
- 8 7 6
-----------
61 4 11 12
- 9 7 6
-----------
5 4 6
1 0 0 0
- 5 9 3
----------1 0 0 10
- 6 0 3
----------
4 0 7
Possible advantages: sometimes avoids lots of "borrowing". Can be
explained as a money transaction. (I have $1000 and owe you $593. I don't
have correct change, but you do. I borroect change, but you do. I borrow another 10 ones from you, so
now I owe you one more 10...)
Another student had learned this method as a child in Central or South
America.
1000 - 593add total
593
7 600
400 1000 so 1000 - 593 is 400 + 7
Possible advantages: Avoids borrowing and is often easier than the
standard algorithm when lots of borrowing is needed.
This method is used by cashiers everywhere.