This study examined how the division operation is presented in elementary Mathematics textbooks in Angola and how it is taught by teachers. Methodologically, it involved analyzing content and tasks from textbooks for grades 1 to 6, as well as interviews with three teachers. The findings indicate that both textbooks and teaching practices emphasize low-demand tasks focused on mastering the division algorithm. This approach limits conceptual understanding, reducing division to the execution of calculations and procedural rules. The study also identified the absence of tasks that explore the meanings of ratio and combination. It concludes that division is approached in a restricted manner, which hinders the development of meaningful learning and students’ progression to more advanced levels of mathematical understanding.
Nascimento et al. (Mon,) studied this question.