Synergy of two division algorithms in 4 th grade: opportunities and challenges

This paper aims at showing the potential of the synergistic use of algorithms as artifacts for the development of mathematical meanings with pupils of primary school. Specifically, we consider two division algorithms introduced in 4th grade and we show how a specific task design, that involves a comparison between the two different algorithms performing the same division, can generate a mathematical discussion. In such a discussion we can identify several situated signs potentially useful for the development of mathematical meanings related to the algorithms’ functioning.