Donna Curry

=E2=80=94(2010) *The Math Practitioner*, Vol.15, #3.

### Summary

We know that division is the inverse of multiplication. We also know tha=
t the answer to a division problem can sometimes be found by repeated subtr=
action e.g., the answer to 18 =C3=B7 3, determined by seeing how many 3=E2=
=80=99s can be subtracted from 18.

Many of us, though, have not been taught that there are two ways to look=
at division: partitive and quotitive. Understanding these two different mo=
dels of division may help your students visualize division of fractions. Ha=
ving students understand that there are two ways to look at division does n=
ot mean that students need to be taught the terminology, but rather that th=
ey understand that division can be represented by different models.

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