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

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)

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).

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)

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…

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)

Computational algorithms appearing in early American arithmetic text are discussed. (SD)

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…

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