Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 2 |
Descriptor
| Arithmetic | 2 |
| Calculators | 2 |
| Mathematics Instruction | 2 |
| Number Concepts | 2 |
| Problem Solving | 2 |
| Subtraction | 2 |
| Teaching Methods | 2 |
| Calculus | 1 |
| Correlation | 1 |
| Elementary School Students | 1 |
| Foreign Countries | 1 |
| More ▼ | |
Author
| Bell, Daniel | 2 |
| Bryant, Peter | 2 |
| Evans, Deborah | 2 |
| Nunes, Terezinha | 2 |
| Barros, Rossana | 1 |
| Hallett, Darcy | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
| Elementary Education | 1 |
Audience
Location
| United Kingdom | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkNunes, Terezinha; Bryant, Peter; Evans, Deborah; Bell, Daniel; Barros, Rossana – Educational Studies in Mathematics, 2012
The basis of this intervention study is a distinction between numerical calculus and relational calculus. The former refers to numerical calculations and the latter to the analysis of the quantitative relations in mathematical problems. The inverse relation between addition and subtraction is relevant to both kinds of calculus, but so far research…
Descriptors: Intervention, Word Problems (Mathematics), Calculus, Subtraction
Nunes, Terezinha; Bryant, Peter; Hallett, Darcy; Bell, Daniel; Evans, Deborah – Mathematical Thinking and Learning: An International Journal, 2009
Two intervention studies are described. Both were designed to study the effects of teaching children about the inverse relation between addition and subtraction. The interventions were successful with 8-year-old children in Study 1 and to a limited extent with 5-year-old children in Study 2. In Study 1 teaching children about inversion increased…
Descriptors: Subtraction, Arithmetic, Number Concepts, Mathematics Instruction
