In arithmetic, long division is a standard division algorithm suitable for dividing multi-digit numbers that is simple enough to perform by hand. It breaks down a division problem into a series of easier steps. As in all division problems, one number, called the dividend, is divided by another, called the divisor, producing a result called the quotient. It enables computations involving arbitrarily large numbers to be performed by following a series of simple steps. The abbreviated form of long division is called short division, which is almost always used instead of long division when the divisor has only one digit.
History Related algorithms have existed since the 12th century. Al-Samawal al-Maghribi (1125–1174) performed calculations with decimal numbers that essentially require long division, leading to infinite decimal results, but without formalizing the algorithm. Caldrini (1491) is the earliest printed example of long division, known as the Danda method in medieval Italy, and it became more practical with the introduction of decimal notation for fractions by Pitiscus (1608). The specific algorithm in modern use was introduced by Henry Briggs c. 1600.
Education Inexpensive calculators and computers have become the most common tools for performing division in educational and professional contexts worldwide, reducing reliance on traditional paper-and-pencil techniques. Internally, these devices implement various division algorithms, many of which rely on iterative approximations and multiplication to improve computational efficiency. Educational approaches to teaching division vary across countries and regions, reflecting differing curricular priorities. In North America, long division has been de-emphasized or, in some cases, removed from portions of the curriculum as part of reform mathematics, which emphasizes conceptual understanding and the use of technology. In contrast, many education systems in Europe and Asia continue to emphasize mastery of standard algorithms, including long division, as a foundational arithmetic skill. For example, curricula in countries such as Japan and Germany typically introduce and reinforce long division during primary education, often alongside mental arithmetic strategies and problem-solving techniques. International assessments such as the Trends in International Mathematics and Science Study (TIMSS) highlight these differences, showing variation in how procedural fluency and conceptual understanding are balanced across educational systems. These differing approaches reflect broader educational philosophies regarding the balance between procedural fluency, conceptual understanding, and the role of technology in mathematics education.
Method In English-speaking countries, long division does not use the division slash ⟨∕⟩ or division sign ⟨÷⟩ symbols but instead constructs a tableau. The divisor is separated from the dividend by a right parenthesis ⟨)⟩ or vertical bar ⟨|⟩; the dividend is separated from the quotient by a vinculum (i.e., an overbar). The combination of these two symbols is sometimes known as a long division symbol, division bracket, or even a bus stop. It developed in the 18th century from an earlier single-line notation separating the dividend from the quotient by a left parenthesis. This symbol is available in Unicode as U+27CC ⟌ LONG DIVISION. The process is begun by dividing the left-most digit of the dividend by the divisor. The quotient (rounded down to an integer) becomes the first digit of the result, and the remainder is calculated (this step is notated as a subtraction). This remainder carries forward when the process is repeated on the following digit of the dividend (notated as 'bringing down' the next digit to the remainder). When all digits have been processed and no remainder is left, the process is complete. An example is shown below, representing the division of 500 by 4 (with a result of 125).
125 (Explanations) 4)500 4 ( 4 × 1 = 4) 10 ( 5 - 4 = 1) 8 ( 4 × 2 = 8) 20 (10 - 8 = 2) 20 ( 4 × 5 = 20) 0 (20 - 20 = 0)
A more detailed breakdown of the steps goes as follows:
Find the shortest sequence of digits starting from the left end of the dividend, 500, that the divisor 4 goes into at least once. In this case, this is simply the first digit, 5. The largest number that the divisor 4 can be multiplied by without exceeding 5 is 1, so the digit 1 is put above the 5 to start constructing the quotient. Next, the 1 is multiplied by the divisor 4, to obtain the largest whole number that is a multiple of the divisor 4 without exceeding the 5 (4 in this case). This 4 is then placed under and subtracted from the 5 to get the remainder, 1, which is placed under the 4 under the 5. Afterwards, the first as-yet unused digit in the dividend, in this case the first digit 0 after the 5, is copied directly underneath itself and next to the remainder 1, to form the number 10. At this point the process is repeated enough times to reach a stopping point: The largest number by which the divisor 4 can be multiplied without exceeding 10 is 2, so 2 is written above as the second leftmost quotient digit. This 2 is then multiplied by the divisor 4 to get 8, which is the largest multiple of 4 that does not exceed 10; so 8 is written below 10, and the subtraction 10 minus 8 is performed to get the remainder 2, which is placed below the 8. The next digit of the dividend (the last 0 in 500) is copied directly below itself and next to the remainder 2 to form 20. Then the largest number by which the divisor 4 can be multiplied without exceeding 20, which is 5, is placed above as the third leftmost quotient digit. This 5 is multiplied by the divisor 4 to get 20, which is written below and subtracted from the existing 20 to yield the remainder 0, which is then written below the second 20. At this point, since there are no more digits to bring down from the dividend and the last subtraction result was 0, we can be assured that the process finished. If the last remainder when we ran out of dividend digits had been something other than 0, there would have been two possible courses of action:
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