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Multiplicative thinking is a critical component of mathematics which largely determines the extent to which people develop mathematical understanding beyond middle primary years. We contend that there are several major issues, one being that much teaching about multiplicative ideas is focussed on algorithms and procedures. An associated issue is the extent to which algorithms are taught without the necessary explicit connections to key mathematical ideas. This article explores the extent to which some primary students use the algorithm as a preferred choice of method and whether they can recognise and use alternative ways of calculating answers. We also consider the extent to which the students understand ideas that underpin algorithms. Our findings suggest that most students in the sample are 'prisoners to procedures and processes' irrespective of whether or not they understand the mathematics behind the algorithms. [ABSTRACT FROM AUTHOR]