This volume traces back the history of interaction between the "computational" or "algorithmic" aspects of elementary mathematics
and mathematics education throughout ages. More specifically, the examples of mathematical practices analyzed by the historians
of mathematics and mathematics education who authored the chapters in the present collection show that the development (and,
in some cases, decline) of counting devices and related computational practices needs to be considered within a particular
context to which they arguably belonged, namely, the context of mathematics instruction; in their contributions the authors
also explore the role that the instruments played in formation of didactical approaches in various mathematical traditions,
stretching from Ancient Mesopotamia to the 20th century Europe and North America.