Message-ID: <384429775.9203.1563629131864.JavaMail.confluence@www.terc.edu> Subject: Exported From Confluence MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_Part_9202_379792770.1563629131863" ------=_Part_9202_379792770.1563629131863 Content-Type: text/html; charset=UTF-8 Content-Transfer-Encoding: quoted-printable Content-Location: file:///C:/exported.html Two Ways of Thinking about Division

# Two Ways of Thinking about Division

Donna Curry

=E2=80=94(2010) The Math Practitioner, Vol.15, #3.

### Summary

We know that division is the inverse of multiplication. We also know tha= t the answer to a division problem can sometimes be found by repeated subtr= action e.g., the answer to 18 =C3=B7 3, determined by seeing how many 3=E2= =80=99s can be subtracted from 18.

Many of us, though, have not been taught that there are two ways to look= at division: partitive and quotitive. Understanding these two different mo= dels of division may help your students visualize division of fractions. Ha= ving students understand that there are two ways to look at division does n= ot mean that students need to be taught the terminology, but rather that th= ey understand that division can be represented by different models.