ABSTRACT
This study examined whether different types of commonly used mathematical tasks affect how children think about whole number division problems. Prior research suggested that children tend to rely on the partitive model to understand whole number division, which is likely problematic when students transition to learning about fraction division. We assessed variability in correct whole number division problem-solving strategies among 63 elementary school children (41.5% female, 58.5% male, 0% nonbinary/gender expansive; 69.2% White, 10.7% multiracial, 6.1% Black, 4.6% Latino, 3.3% other/unidentified, 6.1% preferred not to answer). Each participant was asked to demonstrate four whole number division problems in each of three contexts (within participants): objects, story problems, and number lines. Most children displayed understanding of multiple conceptual models of division, but strategies varied by context. Story problems elicited partitive models, number lines elicited quotative models, and objects elicited both. Finally, elementary school children used strategies adaptively. Number line representations may afford conceptual connections between earlier-learned whole number concepts and analogous later-learned fraction concepts, supporting the integration of children's whole number and fraction knowledge.
