Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 0 |
| Since 2007 (last 20 years) | 1 |
Descriptor
| Arithmetic | 1 |
| Child Development | 1 |
| Concept Formation | 1 |
| Grade 2 | 1 |
| Grade 3 | 1 |
| Grade 4 | 1 |
| Individual Differences | 1 |
| Mathematical Concepts | 1 |
| Mathematics Skills | 1 |
| Problem Solving | 1 |
| Subtraction | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Elementary Education | 1 |
| Grade 2 | 1 |
| Grade 3 | 1 |
| Grade 4 | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkRobinson, Katherine M.; Dube, Adam K. – Journal of Experimental Child Psychology, 2009
After the onset of formal schooling, little is known about the development of children's understanding of the arithmetic concepts of inversion and associativity. On problems of the form a+b-b (e.g., 3+26-26), if children understand the inversion concept (i.e., that addition and subtraction are inverse operations), then no calculations are needed…
Descriptors: Grade 2, Grade 3, Grade 4, Subtraction
