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)

A current method of teaching long division using repeated subtraction is analyzed as being an example of a sound mathematical method that falls into disrepute when it results in unnecessary, length calculations. (MP)

The long division algorithm approached as repeated subtractions is explained. (DT)

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)

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)

Fourteen third graders were given numerical computation and division-with-remainder (DWR) problems both before and after they were taught the division algorithm in classrooms. Their solutions were examined. The results show that students' initial acquisition of the division algorithm did improve their performance in numerical division computations…

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)

Compares the approaches to teaching division in Britain and in Holland where different emphasis is placed on the development of mental and written methods. Describes how it is common for pupils in Britain to work from an early stage with pencil and paper rather than mentally whereas early emphasis is placed on mental strategies in Holland. (ASK)

The hypothesis investigated is that understanding of the long division algorithm requires a higher cognitive level than understanding of fundamental division concepts. Sixth-grade children were tested on performance and understanding of a given algorithm and concepts of division. (MP)