ABSTRACT
This chapter highlights some of the important mathematical considerations in division to increase student's opportunities to know many things about division and learn different ways of doing division. It identifies the prerequisite knowledge and skills that students need to successfully learn about and do single-digit division. One argue only that it is improper if one is teaching students to understand multiple ways of doing and representing division. The illustrations of division highlight selected aspects of how the treatment of a single topic can enhance a program of mathematics for students with disabilities. Once the important mathematics have been selected, the teachers and staff should outline a 'less-is- more' approach to provide students with in-depth understandings, meanings, and proficiencies in mathematical skills. The selection of the mathematics to be incorporated into the curriculum needs to be partially guided by knowledge of the developmental levels of students with disabilities.
