Mental Calculation: its place in the development of numeracy

Recent curricular initiatives in the UK have been emphasising the importance of mental calculation in the achievement of improved numeracy standards. This article argues that while the emphasis on mental calculation is to be welcomed, the construct itself needs to be understood in all its complexity. This means recognising what is involved in mental calculation and, further, recognising the developmental shift from additive to multiplicative reasoning which is necessary for a mature conceptualisation of number. It is suggested that this shift is difficult to achieve because it involves reconceptualising the essential meaning of ‘a number’. Furthermore, the pedagogical practices which could possibly support children in their transition from additive to multiplicative reasoning must be more than helping children to develop an ever increasing repertoire of mental strategies.