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dc.creatorBryant, Peter
dc.date2014-06-02
dc.date.accessioned2016-05-02T21:37:44Z
dc.date.available2016-05-02T21:37:44Z
dc.identifierhttp://revistas.ucr.ac.cr/index.php/cifem/article/view/14728
dc.identifier.urihttp://hdl.handle.net/10669/18831
dc.descriptionIn this presentation, I consider the origins and the extent of children’s understanding of the inverse relation between addition and subtraction. I argue that this understanding might have its origins in children’s informal experiences with physical matter but I also show that it is possible to improve children’s grasp of inversion through teaching. I also show that his teaching has beneficial effects on children’s solutions to sophisticated word problems in which the arithmetical operation that is need for the solution is not immediately obvious.en-US
dc.formatapplication/pdf
dc.languageeng
dc.publisherUniversidad de Costa Ricaes-ES
dc.relationCuadernos de Investigación y Formación en Educación Matemática;
dc.rightsCopyright (c) 2014 Cuadernos de Investigación y Formación en Educación Matemáticaes-ES
dc.sourceCuadernos de Investigación y Formación en Educación Matemática; Trabajos de la XIII CIAEM; 231-238en-US
dc.sourceCuadernos de Investigación y Formación en Educación Matemática; Trabajos de la XIII CIAEM; 231-238es-ES
dc.source1659-2573
dc.titleChildrens understanding and use of inversion in arithmeticen-US
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion


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