Proposed Learning Analysis:

Developing Double-Digit Division Skills in Children

Ed333a:
Analyzing Functions and Needs in Learning Environments
July 29, 2001

Kara Blond, Page McMullen, and Nicole Reynolds

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Learning Problem:

“Julia loves using math workbooks. We buy them at local bookstores whenever she gets the urge. She
studies math in spurts, yet moves fairly quickly through the books when inspired. When she came upon
long division, however, she asked for my help. I explained the mechanics and what it meant in real terms,
but she was stumped.“ (http://www.helmonline.com/pages/fea/longdivision.html)

“When teaching long division, students often forget what to do next after they bring down a number.”
(http://teachers.net/lessons/posts/580.html)

“We are doing some hard math--DIVISION! Single-digit division isn't too bad, but the double-digit
examples are a little bit harder. Please help by making sure your child knows the multiplication facts
instantly.“ (http://www.milforded.org/schools/calfpen/zito/Zito.html)

As suggested by the large number of web pages addressing the issue, double-digit division is a
troublesome learning concept for many students. It appears that even students demonstrating an interest
or ability in math may have trouble with double-digit division. The number of steps involved in solving one
th th
problem often throws students for a loop when they first encounter these types of problems in 4 or 5
grade. Halfway through the problem, the student may even forget what to do next. As the last quote
suggests, the biggest issue with learning double-digit division may be the fact that students have not
mastered the necessary component skills. This problem becomes even more readily apparent when
students are asked to solve word problems with double-digit division. Without the foundation and
prerequisite skills, students cannot be expected to solve problems in a complex situation.

Needs Assessment:

In order to gain a better understanding of the problem of teaching and learning double-digit division, a
study must be conducted in which the present learning environment is analyzed. In turn, this may provide
us with insight into how double-digit division could be better taught. Therefore, we must complete a
thorough needs assessment that examines the current practices in the classroom and evaluates their
effectiveness. Based on our hypothesis that the behavioral perspective on learning would best teach
them the necessary skills for double-digit division, we intend to model our needs assessment on the
design principles that reinforce this type of learning.

Design Principle Rationale for Principle Study How to Test

Information and In order for students to Prior Knowledge: We
Procedures are learn about a difficult need to determine what
presented concept, they must first skills the students already
systematically (taking understand the have in place in terms of
into account what individual components basic mathematics. Can
students already know) of the concept, they subtract? Can they
subtraction, solve simple word
multiplication, simple problems?
division, word problem
analysis and Components: An analysis
organization skills. of the components of
double-digit division must
be undertaken in order to
create a learnable
sequence. Here, we must
identify all of the
necessary components
skills and rules for
teaching double-digit
division.
We will conduct a
pre-test of math skills
for all students, in
order to identify their
strengths and
weaknesses.
We will also complete
a literature review, to
determine the
complete and most
effective sequence
for teaching double-
digit division.

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Design Principle Rationale for Principle Study How to Test
Controlled Practice with Behaviorism supports Present Methods: The We will observe the
Feedback the learning of current methods of current math
knowledge through teaching double-digit classroom and
controlled practice with division in the classroom interview teachers to
feedback. We need to need to be analyzed. Are find out their methods
know if this is already teachers using repetition and rationale. What
present in the learning with students? Are they do they think is
environment and if not, teaching under controlled working – what are
what practices are circumstances? Do the current
already in place. This students know when they deficiencies?
will give us a guideline are right, and when
for what is working and they’ve made a mistake?
what is not.
Promotion of Errorless In addition, behaviorism Present Methods: Are During our classroom
Learning supports learning students presently observations, we will
environments where learning in an environment note whether
errors are not made. that allows them to create students are making
The environment we links between the stimulus errors, particularly
design should identify and the wrong response? consistent ones. How
errors immediately and Are they allowed to make much feedback is
not allow students to mistakes and continue on available in the
continue until they have with their work? How classroom now to
identified and corrected much flexibility is built into identify and remedy
their mistakes. their learning students’ errors?
environment?
Practice should occur in Practice of stimulus- Present Methods: We We will interview
simple contexts response situations must examine the context students and
should not complicate in which double-digit teachers here, asking
learning in any way. division is being taught. them to describe how
How are students being Are teachers using the they practice this
asked to learn double- simplest methods, or are skill. Perhaps the
digit division now? Are they cluttering practice by students will view
they using complicated introducing more difficult their work differently
word problems or or irrelevant concepts. than their teachers
intricate games? If so, who assigned it. This
this environment may method will give us
be too complicated to both perspectives.
build the links desired.
Sequence of Learning is most Present Methods: The We need to work with
Component-to- effective when it order of presentation of teachers and observe
Composite Skills teaches simple skills, double-digit division classes in order to
creates links between components in the current outline the steps that
them that constitute learning environment are currently used for
rules, and then builds should be studied. Are teaching double-digit
on those rules to create teachers incorrectly division in the
coherent knowledge. introducing the concept of classroom. Are they
division before securing consistent between
the component concepts classes? Are they
of subtraction and slowly progressive?
multiplication? Are they Is there testing before
testing to ensure that moving to new skills?
students have mastered
basic concepts?

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Design Principle Rationale for Principle Study
Individualization In behavioral learning, Present Methods: We
teaching is most must examine whether
effective when it is students are being taught
individualized for the according to their
strengths and individual abilities. Are
deficiencies of each there tutors (such as
learner. Assumptions computers) that can tailor
about where students skill building to the
should be learning are particular learner? Do the
dangerous to the teachers have the time
development of rule and inclination to focus on
learning. individual students, or are
they taught as a class or
in clusters?
Effective Use of In order to incorporate Reinforcement: We must
Reinforcement effective use of gather input from parents
reinforcement, the on the likes and desires of
students’ motivations the children. In that way,
must be understood. reinforcements that are
Therefore, we can offered can then be
ensure that individualized and serve
reinforcement is as true motivation for
productive and students.
appropriate to the
individual. Present Method: We
must also determine
whether reinforcement,
particularly appropriate
reinforcement at
appropriate times, is now
being used in the
classroom.
With this important background knowledge, we can now begin to design a new learning environment that
uses behaviorist principles to improve the teaching of double-digit division. We will use the literature
review to plan our new design, and the observation, testing and interview results to understand how the
present teaching methods can inform our design suggestions. Perhaps most importantly, we will
understand what concepts are already in place, creating a jumping off point from which we can begin to
build new skills.
How to Test
We will take an
inventory of the
resources available
to teachers. Are there
enough teachers and
aides in the school to
individualize
learning? Are there
enough computers
and corresponding
software to address
specific needs?
Interviews with
teachers can also
help determine
whether this is a
possibility in the
current structure of
the school. Interviews
with students will
elicit their feelings on
how their individual
needs are being
addressed.
Interviews with
parents and students
will determine a small
number of
reinforcements that
can be offered for
successes in
learning.
As part of our
classroom
observation, we will
learn how
reinforcement tools
are now being used
in the classroom. Are
students adequately
motivated? Are they
reinforced after
appropriate learning
achievements?
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Planned Design:

The learning environment for acquiring the skills necessary for performing double-digit, long division word
problems could possibly be improved in our design by the learning activities defined in the following chart.
We have investigated the sequence of learning components as they pertain to the composite skill of
double-digit, long division problems. In conjunction, a learning procedure is suggested and defined. In
the end, chaining each of the learned concepts, procedures and rules should lead to a full understanding
of not only how to execute these complex division problems, but a foundational perception of the true
components of division problems.

It is important to note that arrangement and sequence of learning tasks must be based upon the
complexity of each component. The design will begin by enforcing mastery of small units of mathematics
(subtraction and multiplication); mastery of each subsequent unit must be completed before moving into
more complex units and chaining the procedures. The learning environment will begin with paper-based
drills and practice and then transition into individualized computer-learning programs, designed to better
shape students’ knowledge based on their personal progress and understanding.

Sequence of Component to Concept Recommended Procedure

Composite Skill
Concept Learning of Information Pre-test students’ knowledge of
and Procedures basic underlying skills in math
including subtraction and
multiplication. Evaluate the
outcome to determine if
foundational concepts must be
reviewed or re-learned. Develop
concepts (basic skills) to
mastery.
Rule Learning Practice of repetitive drill
problems using the following
“DMS⇩ ” technique for each
problem:
D
M
S
⇩ multiply and check off the "M".
Using a paper-based, pre-test
format, children will execute
basic drills for math problems
including subtraction and
multiplication and basic division
skills. The students will be
required to work through multiple
drills until mastery of these basic
mathematics components.
Teachers will evaluate their
progress based on educational
standards to be sure that
students are ready to progress to
the next sequence.
In working the division problems,
students will check each
sequence in their progression
against this chart. First the
student needs to divide (D) and
once the student writes quotient,
draw a check mark beside the
"D". Then (M) which tells the
student that the next step is to
Subtraction (S) is the next step
in the division process and they
will check off that they have
subtracted. Finally, the down
arrow (⇩ ) indicates bringing
down the next number from the
dividend. The student continues
following the D, M, S, ⇩ process
by checking off components in
each sequence of division
problem.

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Sequence of Component to
Composite Skill
Rule Learning (errorless learning
in individualized, simple context
environments)
Problem Solving
Concept
Once the former skill is
mastered, the child moves to a
computer-aided environment to
learn double-digit, long division
rules in a self-paced, errorless
learning environment. Errors in
division may negatively influence
progress since each calculation
in the problem requires distinct
accuracy of the former
calculation.
Problem solving is the final stage Students would begin working on
in our division learning design.
Once all sequences are fully
developed by the student, they
engage in longer problem
solving tasks that continue to
provide drills to practice long
division skills.
Recommended Procedure
In using computer-aided learning
environment the ‘smart agent’
monitors student skill levels so
they can work at all different
levels (i.e.: children who have
mastered the double-digit
division concept and others who
are learning at slower rates).
Word problems are presented on
the computer screen. Children
work on ‘graph paper’ on the
computer and the system will
know whether the student
entered the right number in the
right space.
The computer system catches
students’ errors before they can
be performed and alerts them to
the mistakes that would occur if
that answer had been entered
incorrectly. Errors are noted and
explained before they are made.
If there is a mistake, the system
requires the student to correct
before they can proceed to the
next step in the problem.
long word problems involving
complex, long division drills.
They should ultimately have
gained the chaining knowledge
to connect what parts of the
word problem will require their
long division skills and be able to
transfer the knowledge and
understanding of long division
into more complex situations.
Instead of simple, repetitive drill
and practice problems, these
word problems will involve
additional information and
students will have to properly
filter the components they need
to successfully perform the word
problem.
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Sequence of Component to Concept Recommended Procedure
Composite Skill
Reinforcement Reinforcement is a critical factor Children should be awarded
throughout each sequence of the points based on the amount of
learning design. time they spend on problems or
how many they get right.
Rewards can also be delivered
to children for the number of
correct answers they’ve
achieved on homework, quizzes
and tests.

The programmed reinforcements

will be defined by teachers
(individualized so that each
students’ reward matches a
behavioral response to
accomplish the tasks).
Depending on points, the
teacher will decide how to award
each child.

Again, each stage in the

sequence should involve
reinforcement techniques. In
order to encourage the children
at each step, they will have to be
rewarded appropriately.

Assessment:

In order to determine how effective our new learning environment is for teaching double-digit division
problem-solving skills, we will conduct pre- and post-test on basic skills and a composite understanding.
We would use simple, paper-based testing that requires students to write out their work clearly, step-by-
step. The pre-test, conducted before we institute our new design, would test subtraction, multiplication,
simple division and problem-solving skills.

Then we will initiate our new behavioral learning environment, teaching skills, creating links that make
rules and building them into more complicated processes. Afterward, we will conduct a paper-based
posttest with similar questions to the pre-test, with basic skills and more complicated questions. Is it clear
from their work that they now have mastered the components of the larger problems? Are they working
through the proper steps to reach their conclusion? What are they still missing?

The final part of our assessment will look at the reinforcements that have been integrated into learning.
Are they working as motivation for students? Are they appropriate to the individuals? Do we need to
change them to make them more effective?