Educational Studies in Mathematics

Educational Studies in Mathematics

Vol. 79, n°3, mars 2012
The inverse principle: Psychological, mathematical, and educational considerations


Children’s use of subtraction by addition on large single-digit subtractions, Greet Peters, Bert De Smedt, Joke Torbeyns, Pol Ghesquière and Lieven Verschaffel
Special education students’ use of indirect addition in solving subtraction problems up to 100—A proof of the didactical potential of an ignored procedure, Marjolijn Peltenburg, Marja van den Heuvel-Panhuizen and Alexander Robitzsch
Teaching children how to include the inversion principle in their reasoning about quantitative relations, Terezinha Nunes, Peter Bryant, Deborah Evans, Daniel Bell and Rossana Barros
Taking away and determining the difference—a longitudinal perspective on two models of subtraction and the inverse relation to addition, Christoph Selter, Susanne Prediger, Marcus Nührenbörger and Stephan Hußmann
The inverse relation between multiplication and division: Concepts, procedures, and a cognitive framework, Katherine M. Robinson and Jo-Anne LeFevre

Inversion in mathematical thinking and learning, Brian Greer
knowledge integration in mathematics learning: the case of inversion, Michael Schneider

http://www.springerlink.com/content/0013-1954/79/3/?MUD=MP