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 teacher describes ways in which learning disabled students can learn through tactile-kinesthetic approaches devised by the teacher. Examples are given of multiplication instruction by counting on fingers, and grammar and long division instruction through movement. (CL)

Ways in which two children solve a division example are presented. The focus is on encouraging students to explore and develop ways of solving mathematics problems. (MNS)

The effectiveness of a modeling technique on the acquisition of long division was demonstrated with eight middle school learning-disabled students. The intervention included demonstration, imitation, and key guide words. (Author/DB)

Models for division are discussed: counting, repeated subtraction, inverse of multiplication, sets, number line, balance beam, arrays, and cross product of sets. Expressing the remainder using various models is then presented, followed by comments on why all the models should be taught. (MNS)

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)

This article focuses on the aspect of mental arithmetic that uses thinking strategies that are effective with large numbers as well as basic facts. Two activities are suggested for lack of the four operations. (MK)

This method of teaching the division of fractions emphasizes the use of concrete materials and helps students understand what division of fractions means. (MP)

Graphing activities appropriate for grade levels K-8 are outlined and worksheets given. Topics involved include classifying, bar graphs, remainders from a series of divisions, and the greatest common factor of two numbers. (MP)

Presented are five scenarios of how division might be introduced to a class of third graders using experiences with the concept, process, and symbolism of division rather than algorithms. Instruction that makes problem solving the emphasis of students' learning is described. (KR)

An activity is described which can be used to introduce students to the general divisibility test for nine. (JP)

Mission: Division, to be used either as a game or as a classroom activity, stresses the steps of the long division algorithm. (JT)

Some of the problems of learning disabled students which make teaching arithmetic difficult include: symbol-object relationships, reversibility of functions, perceptual deficits, multiplication tables, division tasks, word problems, and place values. Among suggestions for teachers are presenting and setting up problems according to students'…

Several examples are given to show that the calculator can be a tool to enhance mathematical understanding. Expressing rational numbers (fractions) as decimals provides the content focus. (MNS)