E1) Do you agree that multiplication and division should be learnt intermeshed with each other, or not? Give reasons for your answer. 

E2) How would you explain to children why division by zero is meaningless?

So far we have considered ways of communicating the concept of division to children.

While doing so, we have only used problems in which' no remainder is left. Such problems help them to visualise division and multiplication as reverse processes. Once children understand this, they could be introduced to problems involving a positive remainder, like 24 5.

Children have quite a bit of difficulty with concepts and terminology related to division like quotient and remainder. When given problems like 'what is the remainder left when 27 is divided by 6?', they often get confused and say 4.