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)

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

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)

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)

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

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

The multiplication and division algorithms that are taught in German schools are presented. It is suggested that these algorithms may be better than standard algorithms in terms of development of useful concepts and processes. (MK)

The role of division of whole numbers in problem solving and the implications for teaching division computation are examined. Deleting the teaching of division facts, and obtaining solutions by using multiplication facts, is advocated. (DT)

Some techniques for developing the ability to multiply and divide by powers of ten with ease and understanding are presented. (Author/MK)

To introduce a third-grade class to division, a teacher prepared cards showing rectangular arrays from which some dots were missing; students used the remaining information to remake the cards. Related cards were used later in other activities to develop the repeated subtraction algorithm for division. (SD)