Teachers’ use of classroom assessment techniques in primary mathematics education—an explorative study with six Chinese teachers

International Journal of STEM Education

Table 5 Types of solutions for 594 ÷ 6 and the percentage of students using them

Solution type		Percentage of students^z
a	Verbal description of division algorithm	6 %
b	Digit-based splitting the dividend	65 %
c	Digit-based splitting the dividend with the answer expressed as a whole number	10 %
d	Whole-number-based splitting the dividend	12 %
e	Whole-number-based changing the dividend	7 %

^yTranslated from Chinese: Firstly, I used 5 in the hundreds place divided by 6, which was not enough. Then I used 59 divided by 6. I wrote down 9. In addition, I used 59 to be divided by 6, which equals to 9. So the quotient is 99
^zThe percentage is based on the number of students who provided a clear explanation of how they solved the problem (N = 127)