A Case Study on Standard Division Algorithm Practices Among Slovenian Sixth Graders

Mastering the digit-based division algorithm remains relevant in contemporary mathematics education, as it enhances algorithmic, multiplicative and relational thinking. This study examines the various practices used by Slovenian sixth-grade students to solve a multi-digit division calculation. Addressing a largely underexplored area in mathematics education, the research draws on video recordings of 27 students, offering a fine-grained analysis of their written procedures and reasoning. Four main types of division practices were identified, ranging from long digitbased to short digit-based division algorithm. Most of the participating students employed a long digit-based division algorithm with short recordings of partial dividend and partial difference and side calculation for multiplication and subtraction. The students’ practices differed in determining partial quotients, intermediate products and intermediate differences. However, practices without side calculations proved to be more time efficient. The findings highlight the need for explicit instruction in recording formats and strategy selection. By providing empirical insights into students’ actual division practices, the study contributes to both theory and classroom practice, informing the design of textbooks, curricula and teacher education programmes.