Volume 79, Issue 3

Search all Educational Studies in Mathematics articles

March 2012

Special Issue: The inverse principle: Psychological, mathematical, and educational considerations

Issue Editors:

Lieven Verschaffel,
Peter Bryant,
Joke Torbeyns

9 articles in this issue

Introduction
Lieven Verschaffel
Peter Bryant
Joke Torbeyns
OriginalPaper 14 January 2012 Pages: 327 - 334
Children’s use of subtraction by addition on large single-digit subtractions
Greet Peters
Bert De Smedt
Lieven Verschaffel
OriginalPaper 23 February 2011 Pages: 335 - 349
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
Alexander Robitzsch
OriginalPaper Open access 03 September 2011 Pages: 351 - 369
Teaching children how to include the inversion principle in their reasoning about quantitative relations
Terezinha Nunes
Peter Bryant
Rossana Barros
OriginalPaper 18 March 2011 Pages: 371 - 388
Taking away and determining the difference—a longitudinal perspective on two models of subtraction and the inverse relation to addition
Christoph Selter
Susanne Prediger
Stephan Hußmann
OriginalPaper 18 March 2011 Pages: 389 - 408
The inverse relation between multiplication and division: Concepts, procedures, and a cognitive framework
Katherine M. Robinson
Jo-Anne LeFevre
OriginalPaper 26 May 2011 Pages: 409 - 428
Inversion in mathematical thinking and learning
Brian Greer
OriginalPaper 02 April 2011 Pages: 429 - 438
Commentary 1
Gerard Vergnaud
BriefCommunication 31 January 2012 Pages: 439 - 445
Commentary 2: knowledge integration in mathematics learning: the case of inversion
Michael Schneider
EditorialNotes 29 December 2011 Pages: 447 - 453

Volume 79, Issue 3

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