Children's Informal Composite and Truncated Partitioning Strategies

In this paper, we report two subsets of partitioning strategies utilised by a sample of twelve Grade 3 children when they were asked to solve sequences of partitioning problems. These strategies emerged when the children sought to make the process o.fpartitioning more efficient in terms of generating equal shares, reducing the number of steps involved in partitioning and reducing the load on working memory. Implications for instruction are drawn from the findings.