nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
1 |
Children’s use of subtraction by addition on large single-digit subtractions
|
Peters, Greet |
|
2011 |
79 |
3 |
p. 335-349 |
artikel |
2 |
Commentary 1
|
Vergnaud, Gerard |
|
2012 |
79 |
3 |
p. 439-445 |
artikel |
3 |
Commentary 2: knowledge integration in mathematics learning: the case of inversion
|
Schneider, Michael |
|
2011 |
79 |
3 |
p. 447-453 |
artikel |
4 |
Introduction
|
Verschaffel, Lieven |
|
2012 |
79 |
3 |
p. 327-334 |
artikel |
5 |
Inversion in mathematical thinking and learning
|
Greer, Brian |
|
2011 |
79 |
3 |
p. 429-438 |
artikel |
6 |
Special education students’ use of indirect addition in solving subtraction problems up to 100—A proof of the didactical potential of an ignored procedure
|
Peltenburg, Marjolijn |
|
2011 |
79 |
3 |
p. 351-369 |
artikel |
7 |
Taking away and determining the difference—a longitudinal perspective on two models of subtraction and the inverse relation to addition
|
Selter, Christoph |
|
2011 |
79 |
3 |
p. 389-408 |
artikel |
8 |
Teaching children how to include the inversion principle in their reasoning about quantitative relations
|
Nunes, Terezinha |
|
2011 |
79 |
3 |
p. 371-388 |
artikel |
9 |
The inverse relation between multiplication and division: Concepts, procedures, and a cognitive framework
|
Robinson, Katherine M. |
|
2011 |
79 |
3 |
p. 409-428 |
artikel |