Data for A Case Study on Standard Division Algorithm Practices Among Slovenian Sixth Graders

it enhances algorithmic, multiplicative, and relational thinking. This study examines the various practices used by Slovenian sixth-grade students to solve a multi-digit division calculation. Addressing a largely underexplored area in mathematics education, the research draws on video recordings of 27 students, offering a fine-grained analysis of their written procedures and reasoning. Four main strategy types were identified, ranging from standard long to short division, with or without side calculations. Only a few students used the pure forms of long or short standard division algorithms. Most students employed hybrid methods that combined compact notation with auxiliary side work. Students’ approaches differed in determining partial quotients, intermediate products, and intermediate differences. However, structured methods proved more time-efficient than disorganised or redundant side work. The findings highlight the need for explicit instruction in recording formats and strategy selection. By providing empirical insights into students’ actual division practices, this study contributes to theory and classroom practice, informing the design of textbooks, curricula, and teacher education programs.