A survey of general mathematics students whose teachers were taking an inservice workshop revealed that they had not yet mastered division. More direct introduction of the standard division algorithm is favored in elementary grades, with instruction of transitional processes curtailed. Weaknesses in transitional algorithms appear to outweigh…

Children's difficulties remembering correct algorithms for operations with fractions are traced to difficulties in the instructional sequence. Many teachers "teach mistakes" by failing to provide sufficient referents for their pupils. (MP)