1 CHILDREN’S EARLY WORK WITH DIVISION

The purpose of this paper is to discuss the way very young children handle problems connected to division. This discussion is based on classroom observations and it is linked to a discussion of how Norwegian textbooks present the first encounter with division. In textbooks division is often simply regarded as reverse multiplication. Based on the classroom I will argue that it could be worthwhile pursuing division as a process in its own right and postpone the strong link to multiplication until later