Division is an essential skill for math fluency and achievement in higher-order math skills. Using a partial quotients algorithm is one way to support a student’s ability to develop both conceptual and computational knowledge of long division. We used the self-regulated strategy development (SRSD) framework to develop lesson plans and a mnemonic to guide students through the long division process. Using a multiple-baseline across participants design, SRSD instruction resulted in a functional relation between the intervention and both correct answers and rubric scores. The intervention was implemented by a practitioner with high levels of fidelity and had high levels of acceptability from both teacher and student perspectives. We present limitations and future directions in this area.

除法是数学流畅性和高阶数学技能成就的基本技能。使用偏商算法是支持学生发展长除法的概念和计算知识的一种方法。我们使用自我调节策略开发 (SRSD) 框架来制定课程计划和助记符来指导学生完成漫长的除法过程。使用跨参与者设计的多基线，SRSD 教学导致干预与正确答案和评分标准之间的功能关系。干预是由一位高度忠诚的从业者实施的，并且从教师和学生的角度来看都具有很高的可接受性。我们提出了该领域的局限性和未来方向。