Abstract
Most of the literature concerned with the division of whole numbers has dealt either with different variations of processes for division or with different strategies for teaching such processes to children. The index of almost any source dealing with the learning of elementary school mathematics contains the phrase division algorithm. However, the narrative to which it refers almost invariably reveals that the phrase refers to a description of some aspect of division as a process. All too frequently, one also finds that the particular process is referred to as “the division algorithm.” Such a descriptor is misleading, for there are many different division processes.
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