Abstract: Unlike previous research, this study analyzes the strategies of pre-service early childhood teachers when solving multi-digit division problems and the errors they make. The sample included 104 subjects from a university in Spain. The data analysis was framed under a mixed-method approach, integrating both quantitative and qualitative analyses. The results revealed that the traditional division algorithm was widely used in problems involving integers, but not so frequently applied to problems with decimal numbers. Often, number-based and algebraic strategies were employed as an alternative to the traditional algorithm, as the pre-service teachers did not remember how to compute it. In general, number-based strategies reached more correct solutions than the traditional algorithm, while the algebraic strategies did not usually reach any solution. Incorrect identifications of the mathematical model were normally related to an exchange of the dividend and divisor roles. Most pre-service teachers not only failed to compute the division, but also to interpret the obtained solution in the problem context. The study concludes that, during their schooling, students accessing the Degree in Early Childhood education have not acquired the necessary knowledge and skills to solve multi-digit division problems, and thus the entrance requirements at the university must be rethought.

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