<b>Problem Solving Strategies of Non-routine Division problems
Abstract
The current text brings analysis from solutions of two non-routine division problems. The task was done in 2014 by a total of 51 undergraduate students from the Pedagogy course from Universidade Federal do Espírito Santo (UFES). The focus of this exploratory study is on the comprehension that undergraduate students had from the requests posed on the task and in the analysis from correct solutions and errors made by future teachers from early school grades. The students’ written solutions from these problems were collected, interpreted and analysed according to the authors who guided the study about division, problem solving and error analysis. With this study it has been concluded that the undergraduate students still have difficulty to interpret and comprehend different division contexts and neither have clarity of the meaning of the rest in a division. The future teachers use diverse strategies in order to search solving the proposed items in the problems and not always recognize that the tasks involved directly the ideas of division.
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