I have developed a way to teach long division that enables kids to discover the steps of the algorithm and understand the underlying concepts while learning to perform the algorithm proficiently.

Peirce’s theory of signs and his classification from the point of view of the object of the sign (representant) is helpful in understand different ways to represent the long division algorithm.

With the possible exception of fractions, no elementary math topic or skill stresses students out more than long division does. And it’s so unnecessary--not just the stress, but the skill. Think ...

I previously dismissed long division as a meaningless math procedure. Am I backpedaling now in response to readers' comments?

With the help of Pascual-Leone's Theory of Constructive Operators, this study investigated the hypothesis that understanding of the long division algorithm requires a higher cognitive level, or ...

During my presentation, I asked my colleagues to do a long division problem... I asked them to say the steps out loud in their native language tas they worked the problem.