Abolition Writing: Taking a Stand

January 11, 2026 by Aiko Tanaka

Is the Art of Long Division Dying in Schools? Experts Weigh In on a Foundational Math Skill

By [Your Name], ArchySports.com

The hum of calculators and the ubiquity of smartphones have many questioning the relevance of traditional math skills. One such skill, long division, long a staple of elementary education, is now facing a significant shift. In Lower saxony, Germany, the practice of teaching written long division is set to be phased out starting next school year. This decision has sparked a debate: is this a progressive step forward, or a concerning erosion of fundamental mathematical abilities that could impact future generations of problem-solvers, even in the world of sports analytics?

For many adults, the memory of painstakingly working through long division problems on paper might be a distant, perhaps even slightly dreaded, recollection. It’s a method that, while seemingly tedious, builds a crucial understanding of how numbers break down and interact. As one educator noted, “Semi-written means nothing other than skillful mental arithmetic on paper.I write down the intermediate steps that I can’t remember. at the end I add up the partial results. With this method, third and fourth graders can solve division problems well.” This approach, often referred to as “semi-written” calculation, emphasizes breaking down complex problems into manageable steps, a skill transferable to countless real-world scenarios, including the strategic planning and statistical analysis that underpins modern sports.

However, the widespread proficiency in this method among adults is questionable. “Most adults would probably have solved the problem – without a calculator – using written division,” one expert suggests. “But I think it’s very unlikely that they could have solved it.Very few people master written division when they grow up; I estimate 90 percent wouldn’t have been able to do it. Written division is practiced in grade 4, perhaps refreshed again in grade 5, but is rarely used after that.” This sentiment highlights a potential disconnect between what is taught and what is retained and applied.

The decision in Lower Saxony to discontinue teaching written long division has naturally raised concerns among parents and educators. The fear is a potential “loss of basic skills” that could have far-reaching consequences.This isn’t just about dividing numbers; it’s about developing a systematic approach to problem-solving. Think of a baseball manager trying to calculate batting averages on the fly, or a basketball coach assessing player efficiency metrics during a game. While calculators are readily available, the underlying mental framework for understanding these calculations is crucial.

Proponents of the change,however,argue that the move is not a step backward but a necessary recalibration of educational priorities. “No, abolition is right,” asserts one educational voice. “There is too much time to teach written division.There are more crucial things that we should teach children. Mental arithmetic, semi-written arithmetic, word problems…” This perspective suggests a shift towards skills that are perceived as more instantly applicable and beneficial in a rapidly evolving technological landscape. The emphasis is on fostering deeper conceptual understanding and critical thinking through methods like mental math and word problems, which can be more engaging and directly relevant to everyday life and, indeed, the dynamic world of sports.

The Sports Analytics Connection: Beyond the Scoreboard

In the realm of professional sports, data analysis is no longer a niche pursuit; it’s a critical component of success.From sabermetrics in baseball to advanced metrics in basketball and football,understanding how to interpret and utilize numbers is paramount. while complex software handles the heavy lifting, a foundational grasp of mathematical principles, including division, is essential for coaches, analysts, and even players to truly comprehend the insights being generated.

consider the concept of “expected goals” (xG) in soccer. Calculating and understanding xG involves complex statistical models, but at its core, it relies on probabilities and ratios, which are rooted in division. A coach who can intuitively grasp the implications of a player’s xG, even without a calculator in hand, possesses a significant advantage. similarly, in American football, understanding a quarterback’s passer rating involves a series of calculations that include division. While the final number is readily available, a deeper understanding of its components can inform strategic decisions.

Addressing the Counterarguments: Is This a Slippery Slope?

The primary counterargument to removing long division from the curriculum is the fear of a decline in mathematical rigor. Critics worry that if fundamental skills like long division are abandoned, students will be less equipped to handle more complex mathematical challenges later in life. This concern is valid,and it underscores the importance of ensuring that the skills replacing long division are robust and effectively taught.

The key lies in the how and what of mathematics education. If the focus shifts to developing strong mental math abilities and a deep understanding of mathematical concepts through word problems, then the potential loss of long division might be mitigated. The goal should be to equip students with a versatile toolkit of mathematical skills, not just a single, possibly outdated, method.

Looking Ahead: What’s Next for Math Education?

The debate surrounding long division is a microcosm of a larger conversation about the purpose and practice of mathematics education in the 21st century. As technology continues to advance, the skills deemed essential will undoubtedly evolve. However,the fundamental principles of logical reasoning,problem-solving,and quantitative literacy remain timeless.

For sports enthusiasts, this discussion highlights the increasing

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No, that’s not true. People only see: there is content. It will be taken away. So education goes down. An educational gap arises.

No, not at all. There are two major types of knowledge in mathematics: conceptual knowledge, i.e.understanding,and procedural knowledge. Understanding means that we learn how and why something works and how to apply it flexibly in new situations. Procedural knowledge means skills, i.e. memorized procedures that can be carried out safely. Both types of knowledge have their place, both should be learned and practiced at school.

That’s an argument for written division.

Moment. Both types of knowledge are necessary as long as there is a good reason why you should be able to do it. So I don’t always need both for everything. The most important thing is understanding, I always need that in order to continue learning.Mathematics builds on each other.

This text comes from the Frankfurter Allgemeine Sonntagszeitung.

No. If I can divide in writing, that’s nice.But I can’t learn anything else. One skill cannot be transferred to another. The point of skills is to ease the burden on yourself as you continue to learn and problem solve. You develop routines so that you no longer have to think. Basic written arithmetic and the multiplication tables learned by heart are procedures that do not have to be understood, but only carried out safely. that also makes sense: take the small multiplication table, no one would abolish it. Because without the certainty of the multiplication tables, you cannot work on a mathematical problem later. You need it all the time.

And not written division?

No.In no situation. The children would be better off doing semi-written division. Research shows that this brings clear advantages. The semi-written method is a mixture of understanding and skill, an intelligent, understanding approach. As dividing means: How frequently enough does one number fit into another. At the beginning of our conversation, I didn’t replay a stored procedure, but rather activated my understanding of the operation. As I haven’t memorized the fact that six times 70 equals 420. I learned by heart that six times seven equals 42. In this respect, I applied the understanding that I can simply calculate tenfold with tenfold. In addition, I used the multiplication table skill.

In most states, written division continues to be taught in elementary school.

What Lower Saxony is doing is based on scientific standards.This fits in with what the Conference of Ministers of Education and Cultural Affairs (KMK) and specialist didactics demand.

But why don’t other countries get rid of it? There are four basic arithmetic operations that you should master.

Basic arithmetic is much more than just a written procedure.It is important that the children understand operations in all types of arithmetic – i.e. how, when and why we add or divide, for example. The written procedures are secondary.

Each type of calculation requires its own basic ideas. When adding, the basic idea is simple because you just add the numbers together. subtracting is more difficult because you not only need one basic idea, the subtraction, but also another: the difference. Example: What is 701 minus 698?

that happened quickly, why? They didn’t subtract, so first they took away 600, 90, then eight. They just looked at the difference, added backwards. You realize that you need the adaptability depending on the situation that the understanding of operations offers you. children in first and second grade can solve this wonderfully. And then written subtraction is introduced and they only solve the problem in writing. This has been a big problem for decades.

The written procedures destroy thinking?

The way they are taught frequently enough does. A recent study proves this. When it comes to subtraction, there are several intelligent and imaginative strategies to solve problems, and then there is written subtraction. In class, children should be empowered to no when which procedure is best and most useful. Regrettably, this happens too rarely.

What is behind division?

Division means to distribute or divide. It is part of multiplicative thinking,is absolutely central and appears again and again in life: proportions,percentages,probabilities,proportionality.Therefore, what you need above all is a good understanding of it and not a complicated calculation process. As written division is difficult to learn, the steps are complex: using the multiplication tables, thinking backwards, subtracting, thinking about place values. . . In general, the difficulty of a procedure can be measured by how many intermediate results, such as transfers, you have to keep in mind. Result: The more steps, the more complicated, the more mistakes are made.

Doesn’t it help students develop the skills first?

I hear this frequently enough,including in teacher training courses. But psychologically this is wrong: understanding does not come from skill. In addition, it is indeed generally not an excellent idea: excessive repetition of procedures robs weak students of critically important learning time.