Let me start this post by stating right up front that I am not, have never been, and am skeptical that I could ever be, a teacher of mathematics. I loved arithmetic as a child, and was fascinated by the concept of Pi (today, coincidentally, is Pi Day) in seventh grade–I would daydream and divide it out as far as I could. Along about eighth grade, however, I fell on my face in math class. Part of that involved the open contempt of my math teachers that year, particularly when I didn’t understand the pre-algebraic and algebraic work we were doing; part of it, though, may well be dyscalculia. That year I took a bad fall and actually fractured my skull, which may have exacerbated an existing problem–or perhaps caused it.
Who knows? At the advice of the excellent Manhattan physician I saw for about a decade, I eschew self-diagnosis. What I do know is that to this day, I suffer a phobia about math.
So when I was tasked with teaching math this year, I struggled to get up to speed. What I know about teaching math comes from the pages of The American Educator, the American Federation of Teachers’ first rate quarterly of educational research and practice.
Working from what I read in that journal over the years, I proceeded to write these seven worksheets on long division. You will notice that I wrote these to help students recognize patterns and similarities in numbers, which is one of the things students must be able to do to move forward in the domain. Here are the answer keys for those documents. I have another set of eight of these still to post. Whatever utility these have, they can, like just about everything at Mark’s Text Terminal, be adapted to your needs and circumstances: they are in Microsoft Word.
If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review. Math teachers, I would be especially interested in hearing from you, particularly in reply to this questions: do these look appropriate for meeting the needs of struggling learners?