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…

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)