Development of division strategies for Year 5 pupils in ten English schools (Updated)

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Thinking skills
Mathematics

Definitions of technical terms

algorithm – a standardised written procedure for solving a numerical problem
standard algorithm – in this study, the formal way of setting out a division calculation (sometimes described as the ‘bus shelter’ method
context problem – a mathematical problem given a context, e.g. If there are six sweets to share between three children, how many does each child get?
bare problem – the formal mathematical way of presenting a problem, e.g.: 6 ÷ 3 = ?
informal strategy – a way of tackling a numerical problem based on intuitive understanding
high level chunking – a method for decomposing numbers in efficient ways using known relationships e.g. in the sum 432 ÷ 15, 432 can be ‘chunked’ as 300, 60, 60 and 12 to make division by 15 easier.
low level chunking – a method for decomposing numbers in less efficient ways e.g. in the sum 432 ÷ 15 repeatedly subtracting 60

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What did the researchers set out to learn? What came out of the study? Which pupils were involved and what were they involved in? What were the effects on pupil performance? What does the study help us to understand about the teaching and learning of division? What does the study mean for teaching? The way forwards? Definitions of technical terms Implications Where can I find out more? Send us your feedback Collated digests Teaching Children How to Use Language to Solve Maths Problems To view/remove/add notes and save your collated digests click here Get Word Reader Development of division strategies for Year 5 pupils in ten English schools (Updated) This digest found in Thinking skills Mathematics Send to a friend Word doc 70KB Printer friendly Collate for later Definitions of technical terms algorithm – a standardised written procedure for solving a numerical problem standard algorithm – in this study, the formal way of setting out a division calculation (sometimes described as the ‘bus shelter’ method context problem – a mathematical problem given a context, e.g. If there are six sweets to share between three children, how many does each child get? bare problem – the formal mathematical way of presenting a problem, e.g.: 6 ÷ 3 = ? informal strategy – a way of tackling a numerical problem based on intuitive understanding high level chunking – a method for decomposing numbers in efficient ways using known relationships e.g. in the sum 432 ÷ 15, 432 can be ‘chunked’ as 300, 60, 60 and 12 to make division by 15 easier. low level chunking – a method for decomposing numbers in less efficient ways e.g. in the sum 432 ÷ 15 repeatedly subtracting 60 These definitions have been supplied by the digest authors for the purpose of our website audience.