This work, which aims to identify if there are difficulties in solving problems of division by students of the fifth year of elementary school, based on the strategy used by the students investigated and having as a goal the consolidation of the correct use of the division algorithm, highlights the importance of knowledge of the concept of division. A questionnaire containing problems of division without the presence of rest and with the presence of rest was used, in agreement with the bibliographical references researched, whose objectives for each one of the questions is described after the presentation of the same one. We work in different contexts to try to facilitate students' understanding of problems and also show how the operation of division can be present in the daily life of this student. We analyzed each question answered by the investigated subjects and the answers were categorized according to the similarities in the resolutions. Six questions were answered by twenty-six students, giving a total of one hundred and fifty-six questions analyzed and in two of them we had blank answers. We sought to illustrate as many different investigated subjects as possible in the chosen responses and none of the resolution strategies were overlooked. The analysis showed that there are difficulties in solving problems of division by students in the 5th year of elementary school, ranging from failure to interpret the problem, through errors such as the use of the table and calculation until the correct treatment for problems that present the existence of rest and what points can be better worked by the teachers when identifying these difficulties until the correct use of the algorithm as a strategy of faster resolution for problems of division.
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