Interviews with 72 pupils in grade 2–6 were used to investigate awareness of the relation
between situation and computation in simple quotitive and partitive division problems as …

This study investigatedchildren's intuitiveunderstanding of division problems as reflected by
their ability to solve verbal division problems. The hypothesis is that prior to formal …

Abstract 60 female students were observed four times during Grades 2 and 3 as they solved
the same set of 24 multiplication and division problems with a wide variety of semantic …

Prospective teachers' knowledge of division was investigated through an open-response
written instrument and through individual interviews. Problems were designed to focus on …

The issue of how young children learn arithmetic has generated considerable research that
focuses upon the child as an active “meaning maker” in the process of learning …

Division can be a difficult arithmetic operation for children to understand because it builds on
prior knowledge of addition, subtraction and especially multiplication, and relies on use of …

Background: Understanding arithmetical principles is a key part of a conceptual
understanding of mathematics. However, very little attention has been paid to children's …

This paper reports on strategies 26 Year 3 students used to solve a range of division word
problems in a oneto-one interview, following the participation of half of the group in a …

Young children often perform poorly on multiplication and division problems (Anghileri and
Johnson 1988; Kouba et al. 1988), and their persistent use of immature strategies on these …

This study examined the longitudinal development of young children's informal
understanding of division through fair sharing. Two hundred and twelve children were …