The understanding of division was revealed in the written solutions provided by pupils in the second year of primary school when solving division problems. These written solutions were used to draw up a map listing the stages that led to the strategies and resulted in the schemes used by the children to solve the division problems, as well as the coordination of the dividend, divisor and quotient factors involved in the situation arising from the problem statement. At the end of the research, it was observed that the understanding presented in the expected solution to the problems is not directly linked to the classification of the problems, but rather to the situation described in the statement.