Exploring Long Division Through Division Quilts

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Kerri Richardson, Associate Professor (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: As a collective, all of the authors agree that at some point in our teaching careers we recognized that there were minimal ways to demonstrate division when teaching the algorithm in isolation; furthermore, there are rare opportunities to adhere to the expectations in mathematics education (Common Core Standards Initiative, 2011; NCTM, 2000) that students should be able to identify and use relationships between operations. Imaging is an important activity (Richardson, Pratt & Kurtts, 2010; Wheatley, 1998) that allows for such opportunities. In this article, we outline a series of activities that provide students different representations of division to help them achieve understanding and proficiency of the algorithm due to their understandings of the visual aide. It is important to state here that we believe students should be able to use the division algorithm, but only as it is attached to meaning making and images. We argue that by using Division Quilts, students are better able to demonstrate their comprehension of division, through student work as well as standardized assessments.

Additional Information

Publication
The Centroid
Language: English
Date: 2014
Keywords
mathematics, teaching, division

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