Childrens understanding and use of inversion in arithmetic

dc.creator	Bryant, Peter
dc.date	2014-06-02
dc.date.accessioned	2016-05-02T21:37:44Z
dc.date.available	2016-05-02T21:37:44Z
dc.identifier	http://revistas.ucr.ac.cr/index.php/cifem/article/view/14728
dc.identifier.uri	https://hdl.handle.net/10669/18831
dc.description	In 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.format	application/pdf
dc.language	eng
dc.publisher	Universidad de Costa Rica	es-ES
dc.relation	Cuadernos de Investigación y Formación en Educación Matemática;
dc.rights	Copyright (c) 2014 Cuadernos de Investigación y Formación en Educación Matemática	es-ES
dc.source	Cuadernos de Investigación y Formación en Educación Matemática; Trabajos de la XIII CIAEM; 231-238	en-US
dc.source	Cuadernos de Investigación y Formación en Educación Matemática; Trabajos de la XIII CIAEM; 231-238	es-ES
dc.source	1659-2573
dc.title	Childrens understanding and use of inversion in arithmetic	en-US
dc.type	artículo original

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