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

Approaches the development of the algorithm from a holistic, spiraling perspective in which students can avoid many of the common mistakes and misunderstandings associated with long division. (CCM)

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)

Student performance on division exercises in the recent National Assessment of Educational Progress (NAEP) is reviewed. Pupil performance on selected exercises is reported and followed by some suggestions for improvement in the teaching of this skill. (MP) Aspect of National Assessment (NAEP) dealt with in this document: Results (Utilization).

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)

The article presents a general test for divisibility that includes composite numbers and shows that such a test can be used to determine divisibility by several numbers simultaneously. (MK)

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

Explores written calculation methods for division used by pupils in England (n=276) and the Netherlands (n=259). Analyses informal strategies and identifies progression towards more structured procedures that result from different teaching approaches. Comparison of methods used shows greater success in the Dutch approach which is based on…

Limitations in children's understanding of the symbols of arithmetic may inhibit choice of appropriate solution procedures. The teacher's role involves negotiation of new meanings for words and symbols to match extensions to solution procedures. (MKR)

Allowing students to examine different ways of performing an operation is suggested as a means of increasing their understanding. (MP)

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)