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)

An algorithm for long division is presented that involves only addition and subtraction. (MP)

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).

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

Examples of student-developed methods for dividing fractions and dividing and multiplying whole numbers are presented. Both are selected to show mathematical creativity in general mathematics students which would often be overlooked. (MP)

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…

Students who were unsuccessful in performing long division were taught to use a successive subtractions algorithm. (SD)

The author develops a four-stage model for concept-internalization. The stages are: (1) concrete structure; (2) linguistic structure; (3) algorithm; and (4) mastery. The model is related to teaching methods and the teaching of long division is examined in detail. (SD)

How graph paper has been used to illustrate the algorithm for division of fractions is presented. The combined use of graph paper and an overhead projector can make the presentation even more convincing. A review of whole number division is recommended prior to the lesson. (MP)