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ERIC Number: EJ796790
Record Type: Journal
Publication Date: 2007
Pages: 12
Abstractor: Author
Reference Count: 0
ISSN: ISSN-0732-3123
Making Sense of the Traditional Long Division Algorithm
Lee, Ji-Eun
Journal of Mathematical Behavior, v26 n1 p48-59 2007
This classroom scholarship report presents a group of elementary students' experiences learning the traditional long division algorithm. The traditional long division algorithm is often taught mechanically, resulting in the student's performance of step-by-step procedures with no or weak understanding of the concept. While noting some initial difficulties, the class episodes in this article provide examples of internalization that highlight the active role of the learner in transforming concrete representations into an abstract algorithm. Several factors encouraged students to be deeply engaged in making sense of the long division algorithm: meaningful tasks based on a theoretically well-articulated curriculum, effective pedagogical measures, and dynamic class discussions.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A