Investigating children’s understanding of inversion using the missing number paradigm
The development of conceptual understanding in arithmetic is a gradual process and children may make use of a concept in some situations before others. Previous research has demonstrated that when children are given arithmetic problems with an inverse relationship they can infer that the initial and...
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| Format: | Default Article |
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2006
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| Online Access: | https://hdl.handle.net/2134/8761 |
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