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)

Reported are the findings of a study of over seven hundred fourth-, sixth-, and eighth-grade pupils' ability to understand division involving zero. Implications for the classroom are discussed, including suggested teaching strategies. (JP)

Early experience with grouping objects is valuable for later understanding of and work with place value, division, and multiplication. Examples are drawn from the Developing Mathematical Processes Curriculum Project at the Wisconsin Research and Development Center for Cognitive Learning. (RS)

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)

Utilizes two interpretations for the positive and negative signs to demonstrate how multiplication and division involving negative numbers can be represented and their inverse nature illustrated. (RP)