Why is It so Hard to Solve Long Divisions for 10-Year-Old Children?
By Camos, J. Baumer. 2015
Although division is considered as the most difficult arithmetic operation to solve, it is also the less studied. The aim of the present study was to explore the contribution of some cognitive abilities (knowledge of multiplicative facts, attentional and spatial capacities) of 10-year-old children to their achievement in solving long divisions, and to define the factors that make long divisions difficult. Although the size of the operands predicted performance, the number of processing steps required to perform each division was the best predictor of achievement. Moreover, increased attention capacity and better knowledge in multiplicative facts favoured division solving, whereas spatial capacity did not contribute for unique variance. Finally, the decrease in performance when solution requires more processing steps was stronger in children with lower attentional capacity.
Subfields: Natural Language Processing, Prompting & Reasoning
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Citations in the corpus
- Teaching Autoregressive Language Models Complex Tasks By Demonstration (2021, background): “One of the first key actions in the long division algorithm as described by [36] is to determine which is smaller, the divisor or the number consisting of the first n digits in the dividend, where n is the number of digits in the divisor; the next step of the problem differs depending on whether…”