Students can create an image of the measurement model of division as an alternative to the long division algorithm.
Supplemental Materials (PDF 167 KB)
Sarah S. Pratt, firstname.lastname@example.org, focuses her research and teaching on meaningful connections between number sense and algebraic reasoning in her role as an assistant professor in mathematics education and curriculum theory at the University of North Texas in Denton. She has a particular interest in the kinds of conversations that can occur when images are included.
Tina M. Lupton, email@example.com, teaches sixth-grade math at Penn-Griffin School for the Arts in High Point, North Carolina, and recently completed her Master of Education from the University of North Carolina–Greensboro. She enjoys using hands-on approaches when teaching mathematics to meet the needs of all of her students, and she uses the flipped classroom model in her classroom.
Kerri Richardson, firstname.lastname@example.org, is an associate professor in mathematics education at the University of North Carolina–Greensboro. She is interested in how teachers use representations to improve students' understandings of mathematical content.