Abstract
The major problem with most representations of the division algorithm, as opposed to the concept of division, is that students become lost in the mechanics of the manipulations and do not make the connection between the model and the process being modeled. The model described in thi article relates step by step to the standard division algorithm; the connection is immediate and obvious. It is a spin-off of a method presented by DiSpigno in the October 1971 issue of the Arithmetic Teacher. There are two major differences; one, the introduction of a story line; and two, the direct connection that is made between the representational model and the standard algorithm.
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