Abstract / Synopsis
The call to implement reform practices in schools reflects the historical turn away from the behaviorist theory of learning in education. Yet the praxis of this turn remains a significant challenge, particularly within mathematics classrooms where procedural memorization is emphasized. In this article, we show one means of how to advance our pursuit of meaningful mathematics into polynomial division. Building on the literature for reform-based division methods, an alternative to the long division algorithm will be explored that relies solely on adding zero and fundamental algebraic principles.
DOI
10.5642/jhummath.AFTL6533
Recommended Citation
Jonathan Clark & Jeneva Clark, "The Value of Adding Nothing: A Call for Reform-Oriented Polynomial Division," Journal of Humanistic Mathematics, Volume 14 Issue 2 (July 2024), pages 568-584. DOI: 10.5642/jhummath.AFTL6533. Available at: https://scholarship.claremont.edu/jhm/vol14/iss2/19
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