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The Great Divide: A Study That Examines the Understanding of Long Division Across Multiple Generations
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2016-06
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Sturm, Steven.pdf
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This research explores the understanding of the long division algorithm across multiple generations. It was hypothesized that over time, people either forget how to complete long division problems, or become more inaccurate when asked to solve a long division problem. Specifically, it was hypothesized that students between the ages of 12 and 17 would be more accurate than those between 18 and 23, and adults 24 or older. The results of this study indicate that students between the ages of 12 and 17 and adults 24 and older outperformed students between the ages of 18 and 23. However, there was no significant difference between 12 to 17 year olds and adults 24 or older as well as no significant difference in gender as a whole. Student work samples were collected and analyzed to observe the common mistakes made when dealing with the long division algorithm and inferences were made about how educators can combat these mistakes and misconceptions.