Approaches the development of the algorithm from a holistic, spiraling perspective in which students can avoid many of the common mistakes and misunderstandings associated with long division. (CCM)

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)

An algorithm for long division is presented that involves only addition and subtraction. (MP)

The long division algorithm approached as repeated subtractions is explained. (DT)

Twelve fourth-grade classes in two schools were taught division using either the subtractive approach to the Greenwood algorithm or a partitioning approach to the standard algorithm. Analysis of class means on immediate, retention, and delayed retention tests indicated that use of the standard algorithm was more effective. (JP)

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…

Computational algorithms appearing in early American arithmetic text are discussed. (SD)

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)

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)

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)

A model of the division algorithm is described which relates step-by-step to the standard algorithm. Use of the model in instruction requires the distribution of a special worksheet. The focus of the instruction is on students sharing some amount of money equally among several friends. (MP)

Typical instruction of the division algorithm fails to justify why one brings down a number during the process. The construction and use of an aid is described which can be used to help explain the process of division to students. The aid emphasizes place-value aspects. (MP)