Mathematics for Dyslexics and Dyscalculics, 4th Edition

10Division: Whole Numbers

Introduction

In this chapter suggestions for teaching the concept of division, then division by single‐digit numbers and by powers of ten are discussed. For more complex divisions an alternative algorithm to the traditional one is discussed once again using core number partial products and interrelating the operations.

The ‘traditional’ procedure for long division is very demanding on many of the skill areas that dyslexic and dyscalculic students find most difficult. The algorithm traditionally used for long division requires good skills in sequencing, memory, knowledge of basic facts and spatial organisation. It is also difficult to model the logic of the traditional algorithm with manipulative materials.

Anghileri (1999) observes that: ‘There is now evidence that the procedural approach encouraged by the traditional algorithm leads pupils to ignore the meaning of the numbers as they try to remember complex procedures they have learned without really understanding.’ It is worth considering the problems dyslexic and dyscalculic learners face in this particularly challenging topic. The extent of these difficulties may be alleviated by referring back to, and building on, other work the student has covered and by interrelating concepts (such as subtraction and division) so as to try and make old and new work mutually supportive. Once again, the student’s existing knowledge makes a good baseline. So, you need to capitalise on this existing knowledge and ...