ABSTRACT
This introduction presents an overview of key concepts discussed in the subsequent chapters of this book. The book discusses the Foley and Cawley's general nature of the mathematics of division and stress the importance of providing the students with experiences that will enable them to both know about and be able to do division. One believe that division is an essential component of the mathematics curriculum, particularly if one makes a distinction between knowing about division and doing division, and if one also assures students a chance to learn division at high levels of meaning and skill. The experience with teachers is that they see little value in alternative algorithms, or alternative representations, or in attempting to modify the mathematics instruction to address the needs of students. Preservice and inservice education programs can provide the teachers with an alternative view of the mathematics they present to the students.
