The traditional long division assumes that users can apply a guess-and-match type mental process of searching for a maximum that is not greater than the dividend. This optimisation procedure frustrates some children because it confuses the concept of division that is embraced is not consistent with their life experiences associated with grouping and sharing. Initial results of our studies suggest that children taught by a new method perform better on a test than those who learn it through the traditional method.
|Publication status||Published - Jul 2006|
CitationLeung, I., Wong, R., & Pang, W.-S. (2006, July). Departing from the traditional long division algorithm: An experimental study. Paper presented at the 29th Annual Conference of the Mathematics Education Research Group of Australia, Australia.
- Primary Education
- Theory and Practice of Teaching and Learning