ABSTRACT
This chapter reports on the qualitative results of the experimental phase of a study to examine the links between children's learning experiences associated with two digit division and the transactional analysis concept of drivers. The chapter present results obtained from a process using a questionnaire developed during a prior phase of research. These are combined with undergraduate student observations of the children, drawings produced by the children, and teacher observations on permission transactions used. The aims of the research were to investigate how different mathematical calculation procedures for two-digit division, with increasing levels of difficulty, might activate drivers with different levels of intensity. To explore the impact on the children's learning results of permission transactions used by teachers. In terms of learning mathematics there are a number of structural characteristics which include the processes of abstraction, generalization, transfer. In addition, learning involves the method of representation using specific codes defining a language that requires an evolved and complex formalization process.
