Randomized trial compares understanding and speed of solving division problems in elementary students, suggesting better comprehension with partial quotients.
Key Points
This research aims to compare the efficiency and transparency of traditional long division and the partial quotients algorithm among fourth and fifth graders.
Students (n=65) were taught either long division or the partial quotients algorithm.
Participants solved seven division problems of varying complexity with their assigned algorithm.
Guided interviews assessed students' understanding of the rationale behind each algorithm.
No significant difference in accuracy was observed between the two algorithms during problem-solving.
Speed advantage for long division was noted for large-dividend problems.
Students using partial quotients achieved significantly higher understanding scores compared to traditional long division, t(25) = 2.97, p = .005, Cohen's d = 0.85.