Making Sense of the Traditional Long Division Algorithm

Autor/in	Lee, Ji-Eun
Titel	Making Sense of the Traditional Long Division Algorithm
Quelle	In: Journal of Mathematical Behavior, 26 (2007) 1, S.48-59 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0732-3123
DOI	10.1016/j.jmathb.2007.03.001
Schlagwörter	Arithmetic; Elementary School Students; Elementary Education; Elementary School Mathematics; Mathematics Curriculum; Teaching Methods; Discussion (Teaching Technique); Student Experience; Instructional Effectiveness; Mathematics Instruction + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Elementarunterricht; Elementare Mathematik; Schulmathematik; Teaching method; Lehrmethode; Unterrichtsmethode; Studienerfahrung; Unterrichtserfolg; Mathematics lessons; Mathematikunterricht
Abstract	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. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10