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Chapter 12 Discovering Systematic Procedures

5 897 ÷ 63 = 896

14 × 64= 896; hence 14 × 63 = – 14; 14 × 63 = 882 = 897 – 15

Secondly, these may be set out more simply in vertical notation;

2

Repeated subtraction’

It must further be realized by pupils that division means ‘repeated subtraction’. For instance, when asked to find ‘how many 4’s in 13’, pupils are given the opportunity to discover how many times 4 can be repeatedly subtracted from 13, and how much remains when these subtractions are completed. Their experience with the rods developed this notion of quotition division which now becomes the basis for Gattegno’s method of introducing and understanding the process that is commonly referred to as long division. Thus, in the last example above, the pupil who knows his ‘milestones’ may simply write

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The Cuisenaire Gattegno method of teaching Mathematics  
The Cuisenaire Gattegno method of teaching Mathematics  

The Cuisenaire Gattegno method of teaching Mathematics

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