If I don't have paper available (if I'm driving a car, for example) I will subdivide a problem like that. I'm a visual person and it's easier for me than visua

If I don't have paper available (if I'm driving a car, for example) I will subdivide a problem like that. I'm a visual person and it's easier for me than visualizing long division. There are many schools here in the Seattle area that switched to this "reform math" a few years back, and there is a lot of talk about switching back to classical instruction because this stuff just isn't cutting it. I don't find the alternative methods work as well in alternative number bases, especially if the student is overfit to some base-10 subdivision strategy. Maybe we should teach kids logic first, then a ripple-carry adder, and go from there :)