TEACHING THE LONG-DIVISION ALGORITHM THROUGH EMERGING TECHNOLOGIES A THEORETICAL APPROACH
DOI:
https://doi.org/10.56219/trascendere.v3i8.6635Keywords:
Artificial intelligence, division algorithm, educational technology, mathematics education, pedagogical mediationAbstract
The teaching of the long-division algorithm constitutes one of the most complex core areas in elementary school arithmetic. This essay analyzes the articulation between the procedural steps of the algorithm and emerging technologies to establish a framework for pedagogical mediation. The primary objective is to formulate the Technological-Didactic Mediation Model for Understanding the Division Algorithm (METCAD), designed to prevent opaque automation of calculation through dynamic representations and adaptive diagnostics. The methodology consisted of an integrative critical literature review of studies published between 2020 and 2025 across indexed databases, yielding a corpus of 25 articles categorized into direct, transferable, and contextual evidence. The argumentative discussion confronts the tension between formal algorithmic mastery, the use of virtual manipulatives, and the deployment of intelligent tutoring systems with diagnostic analytics. As an original contribution, the METCAD model is structured into five progressive phases: problematization, modeling, coding, diagnosis, and transfer. Theoretical results indicate that digital tools enhance mathematical performance only when they explicitly demonstrate place-value relationships and the fundamental division equation (D=d.q+r). It is concluded that technological integration requires preserving teacher mediation and scheduling the progressive fading of virtual supports to ensure autonomous conceptual understanding.
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