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Mental mathematics, as its name implies, deals with the mental computation of mathematically steps. It is an area whereby calculation is done differently from normal classroom-based tutorial. It is an area that focuses more on the internal thinking, with the steps simplified for the mind to handle efficiently.

In a classroom setting, the flow of thoughts are written on physical material, like paper and whiteboard. This type of approach stresses more on the visual aspect of presentation to demonstrate understanding. The answer may not be immediate or rather, they are not time-sensitive in nature. Compared to mental mathematics, the purpose differs. This form serves the need of getting answers that are usually immediate, like summing up the prices of items gathered at a shopping mall before approaching the cashier.

Due to the differences in purpose, mental mathematics deviates from the norm in term of its approach and scope. Its approach to getting an answer has to be simple and may requires multiple iteration of the same steps. An example is to divide a number by eight. Here, the number can be divided by a smaller number, like two, first, before doing two more repetitions of the same steps to achieve the divide by eight target (2 x 2 x 2 = 8). For classroom-based computation, a single step using a calculator will solve the problem. The concept is thus, to use small manageable numbers coupled with basic mathematics operations. Big numbers are normally broken into smaller numbers for ease of calculation. Example, like, 12 is separated into 10 + 2. Use of the number 10 is the target as it is easier to manipulate when handling division and multiplication. The scope is therefore to confine to small numbers and simple operational steps as this method minimises the amount of information to memorise.

Another difference is the number recalling part. Mental presentation starts the number with the bigger digit. An example is to present the number 357. Mentally one will start with the digit 3 first before the 5 , followed by the last digit 7. It is so since number reading also starts from the same processing direction. For written presentation, processing starts from the last digit 7, moving on to the tens unit digit of 5, and lastly the biggest digit of 3. They can be seen to conflict. Mental mathematics, therefore, has to start computation starting from left to right as opposed to the classroom way of computation that starts from the conventional right.

While both methods has their merits and demerits, mental mathematics has its unique significance. To perform well in this area, one has to have an acceptable level of understanding of basic mathematics and its applications. This is to cater for the greater flexibility in calculation using a combination of simple operations to handle a tougher question. The ability picked up has a great impact on linking mathematical concepts with facts. One will also be better place to analyse complex questions by splitting them into smaller simpler steps. This ability may not be emphasised upon while doing classroom-based questions where constant repetitions of simple steps are deemed inappropriate. The significance of mastering it also helps in normal classroom learning in that simple calculations in a complex question can be done faster without the aid of a calculator. Another benefit is the many chances of exercising the brain in term of selecting suitable solving steps that will not require the aid of reference materials and tools like, calculator. Memory skill is enhanced as a result of doing mental mathematics.

To conclude, there are many ways to do mathematics. Mental mathematics is one way where it serves time-immediate responses with its usage of smaller numbers and simple operations. It also complements conventional classroom-based learning, in term of less written computational steps. It makes the thinking and planning process less confined to a fixed method or style, but creates flexibility in the strategy to the approach in solving mathematics.

by Lim EeHai

This entry was posted on Thursday, November 22nd, 2007 at 1:03 am and is filed under Education . You can follow any responses to this entry through the RSS 2.0 feed. You can leave a response, or trackback from your own site.