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)

Examines problem-solving results among second-grade students in three schools that were all using a reformed mathematics curriculum. Except for one problem, more students used a mental procedure than the standard written algorithms, and both methods were used with approximately the same degree of accuracy. (AIM)

Describes a pattern which emerged from an examination of the digits of the squares of numbers. Provides eight examples having the pattern at the units or tens digit of the number. (YP)

Explains that Year 5 students in ten British schools took a mathematics division test twice in the school year. The test involved context and bare problems to identify changes in approach as the standard algorithm was introduced. Reports that 52 percent of students gained a higher score on the second test. (CMK)

A "neat and general" divisibility algorithm for prime numbers is presented. Five illustrative examples are included. (MNS)

Investigates children's behaviors and conceptual achievements in the transition from informal calculation strategies to a written division algorithm. Describes five different strategies observed in the solution of division problems. Discusses the implications of the children's behavior. (YP)