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)

Described is a student-discovered algorithm for solving a problem involving division by a fraction. (RS)

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)

An analysis is made of the extent to which specific division skills are retained from fourth to fifth grade, with results showing a significant loss in ability during the summer. Implications for instruction are included. (DT)

Using various aspects of mathematical structure as unifying concepts is stressed. Specific examples are given based on the concept of equivalent fractions and on the addition property of equality. (LS)

Twelve fourth-grade classes in two schools were taught division using either the subtractive approach to the Greenwood algorithm or a partitioning approach to the standard algorithm. Analysis of class means on immediate, retention, and delayed retention tests indicated that use of the standard algorithm was more effective. (JP)

The major portion of the article establishes the basis for the stated rule - to divide by a fraction, turn it upside down and multiply. With this background, three justifications for the rule are given. Several possible errors in students' use of the rule are noted. (LS)

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

In this first of two articles, computational algorithms for multiplication and division which encourage use of one operation at a time are proposed. (DT)

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