| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
Children’s use of subtraction by addition on large single-digit subtractions
|
Peters, Greet
|
|
2011
|
79 |
3 |
p. 335-349
|
article
|
| 2 |
Commentary 1
|
Vergnaud, Gerard
|
|
2012
|
79 |
3 |
p. 439-445
|
article
|
| 3 |
Commentary 2: knowledge integration in mathematics learning: the case of inversion
|
Schneider, Michael
|
|
2011
|
79 |
3 |
p. 447-453
|
article
|
| 4 |
Introduction
|
Verschaffel, Lieven
|
|
2012
|
79 |
3 |
p. 327-334
|
article
|
| 5 |
Inversion in mathematical thinking and learning
|
Greer, Brian
|
|
2011
|
79 |
3 |
p. 429-438
|
article
|
| 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
|
article
|
| 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
|
article
|
| 8 |
Teaching children how to include the inversion principle in their reasoning about quantitative relations
|
Nunes, Terezinha
|
|
2011
|
79 |
3 |
p. 371-388
|
article
|
| 9 |
The inverse relation between multiplication and division: Concepts, procedures, and a cognitive framework
|
Robinson, Katherine M.
|
|
2011
|
79 |
3 |
p. 409-428
|
article
|
Journal description