5.

LITERATURE REVIEW

5.1

Definition of algorithm
During my reading, I had come through many definitions about algorithm in

mathematics and related subjects. From my understanding, an algorithm is an effective

method for solving a problem expressed as a finite sequence of instructions. Algorithms are
used for calculation, data processing, and many other fields where each algorithm is a list of
well-defined instructions for completing a task. While there is no generally accepted formal
definition of "algorithm," an informal definition could be a process that performs some
sequence of operations. Among many definitions viewed, these two were much closer on
describing about algorithm. Algorithm is a finite sequence of well-defined steps for solving a
problem (Anchorage School District, 1999). An algorithm is a procedure that produces the
answer to a question or the solution to a problem in a finite number of steps (Britannica,
2010).
5.2

Benefits of using algorithm

National Council of Teachers of Mathematics (NCTM) gave more room and

importance for the learners to learn the algorithms in mathematics. Knowing algorithms
increases students mathematical power (NCTM, 1989), which is a principal goal of school
mathematics. The reason for the role of algorithms is changing is that researchers have
identified a number of serious problems with the traditional approach to teaching
computation. One problem is that the traditional approach fails with a large number of
students (Carrol, 1998).
Exploring algorithms can also build estimation and mental arithmetic skills and help
students see mathematics as a meaningful and creative subject for life (Whitehead, 1991). As
an implementation of this, the NCTM Assessment Standards for School Mathematics (1995)
describe the recommended change in expectations in school mathematics that is away from
just mastering isolated concepts and procedures (p. 24) and toward using concepts and
procedures to solve problems. (p. 25) An inappropriate approach of delivering an algorithm
has its possibility to create students wrong view on the algorithm and misplaced notions of
mathematics.
5.3

Teaching the topic of decimals

Teaching the topic of decimals to the students seems to be coming up as an issue in

the classroom for the mathematics teachers. The students are having variety of problems in

this topic. One of it is when the students were using variety of methods in solving decimal
problems. According to English & Halford (1995), students conceptual misunderstandings of
decimals lead to the adoption of rote rules and computational procedures that often are
incorrect. This adoption occurs despite a natural connection of decimals to whole number,
both in notation and computational procedures.
The place-value connections (or analogs) between whole numbers and decimal
numbers are useful for learning, but children often focus directly on the whole number
aspects and fail to adjust for the decimal aspects (Hiebert, 1992). For example, a common
error is a students ordering of decimal numbers as if they were whole numbers, claiming
0.56 is greater than 0.7 because 56 is greater than 7. The reading of decimal numbers
seemingly as whole numbers (e.g., point five six or point fifty-six) were also contributes
to this kind of error (Wearne, 1988).
5.4

Effect of standard written method / algorithm

Delivering the topic on mastering the basic operations in mathematics using the

standard written algorithm had become an issue on delivering the skill. During my reading, I
came across with many researchers that stated the negative effects of using the standard
written method. As stated by Kamii (1994), computational algorithms seem to have negative
effects on the development of number sense and numerical reasoning. To construct a good
understanding of decimals, students need to focus on connecting the familiar (e.g., written
symbols, place value principles, procedural rules for whole number computations and
ordering) with the unfamiliar (e.g., decimal notation and the new quantities they represent).
(Hiebert, 1992, p. 13-19)
5.5

Four-step algorithm
The four-step algorithm has four steps as its name. The steps are estimation,

arrangement, performing, and checking (MOE, 2006). In the estimation step, the students
estimate the answer for a particular question. Students will round off the decimals to the
nearest whole numbers and perform the action needed. They do this in order to find the
estimated answer for the question given. One reason to perform estimation in these steps is to
help the students to make sure that they are going in the correct path during the process of
solving the question.
The second step is the arrangement. In this step, the students required to arrange the
decimals according to their place value. This step will help the students to arrange the

decimals correctly. The third phase is the performing the operation. During this step, the
students will perform the operation needed to find the answer. The last step is the checking
step. In this step, the students will compare the answers they find in the performing phase
with the answer they find in the estimation phase. Both answers need to be same when the
number they find in the third step is rounded to the nearest whole number. In this algorithm,
the students will have less chance to make mistakes.