Describes a lesson on long division using chip trading which follows that algorithm for long division. (MKR)

The mathematics associated with division is discussed, working from a theorem for the real division algorithm. Real-world, geometric, and algebraic approaches are discussed, as are related topics. (MNS)

A technique for doing long division without the usual estimation difficulty is presented. It uses multiples of 2 combined with a recording technique. (MNS)

Computational algorithms from American textbooks copyrighted prior to 1900 are presented--some that convey the concept, some just for special cases, and some just for fun. Algorithms for each operation with whole numbers are presented and analyzed. (MNS)

A generalized method of synthetic division where the divisor polynomial may be of any degree equal to or larger than 1, and the dividend polynomial may be of equal or larger degree than the divisor polynomial and a generalization of the familiar remainder theorem, are presented. (Author/MK)

Suggestions for teaching the concept of division by zero are given. (MK)

A strategy to make the transition from manipulative materials to a written algorithm for division is outlined in dialogue form. (MNS)

The author feels teaching division of fractions is worthwhile because it will help students understand other algorithms. (MK)

The multiplication and division algorithms that are taught in German schools are presented. It is suggested that these algorithms may be better than standard algorithms in terms of development of useful concepts and processes. (MK)

An efficient division algorithm is developed, using a computer program, to convert any positive fraction to its decimal representation. The computer program listing is included. (MNS)

Some techniques for developing the ability to multiply and divide by powers of ten with ease and understanding are presented. (Author/MK)

A model of the division algorithm is described which relates step-by-step to the standard algorithm. Use of the model in instruction requires the distribution of a special worksheet. The focus of the instruction is on students sharing some amount of money equally among several friends. (MP)

Typical instruction of the division algorithm fails to justify why one brings down a number during the process. The construction and use of an aid is described which can be used to help explain the process of division to students. The aid emphasizes place-value aspects. (MP)

Instructional sequences are presented for teaching two-digit multiplication and division with one- and two-digit divisors using a base-oriented approach. (MN)

An approach to teaching pupils the long division algorithm that relies heavily on a consistent and logical approach to estimation is reviewed. Once learned, the division estimator can be used to support the standard repeated subtraction algorithm. (MP)