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Educational Studies in Mathematics

Référence :  Vol. 79, n°3, mars 2012

Thème :  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

Informations complémentaires :
  http://www.springerlink.com/.../

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