Pause for thought Think about how you have taught division in the past. How do you naturally talk about division? For example, if one of your students is having trouble working out 24 ÷ 6, what first comes to your mind? Is it the inverse of multiplication (‘Think about your six times table – how many sixes make 24?’), grouping (‘How many groups of six could you make out of 24?’) or something else?Have you talked to your students about what is the same and what is different about these various ways of talking about division? How could these different ways of talking about division confuse your students? |