ERIC Number: EJ888296
Record Type: Journal
Publication Date: 2010-May
Reference Count: 1
The Trouble with Long Division
Sellers, Patricia A.
Teaching Children Mathematics, v16 n9 p516-520 May 2010
The fourth graders were ready to learn long division; however, their teachers were hesitant to begin the unit--just as they are every year. In a grade-level meeting with the school's math consultant, the teachers voiced their typical concerns. The math consultant was a university mathematics education professor spending a semester of sabbatical working with teachers to find ways to help elementary-aged students get excited about doing math and about learning to make sense of math through problem-solving activities. This article describes the independent thinking and sense making of fourth graders who were asked to investigate the process of division.
Descriptors: Mathematics Instruction, Elementary School Mathematics, Elementary School Students, Problem Solving, Cognitive Processes, Thinking Skills, Mathematical Logic, Cooperative Learning, Teacher Role, Manipulative Materials, Arithmetic
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: firstname.lastname@example.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 4
Authoring Institution: N/A