Efficiency and flexibility of indirect addition in the domain of multi-digit subtraction

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Strategies and flexibility in mental calculation (2009, background): “When a new problem is faced, and the circumstances do not in themselves compel an approach with an associated number transformation (or when the required approach is to be constructive), the numbers in the problem are considered, ostensibly to decide what to do. Threlfall (2002) presented this as ”
Special education students’ use of indirect addition in solving subtraction problems up to 100—A proof of the didactical potential of an ignored procedure (2012, background): “Both interpretations of subtraction need to be addressed if we want students to learn subtraction in a more complete way (Freudenthal, 1983; Müller & Wittmann, 1984; Van den Heuvel-Panhuizen & Treffers, 2009).”
Solving Subtraction Problems by Means of Indirect Addition (2009, result): “In one study ( Torbeyns, Ghesquiere, & Verschaffel, in press ), we focused on the (assumed) computational efficiency and flexibility characteristics of IA compared with DS.”
Teaching and Learning About Whole Numbers in Primary School (2016, methodology): “• Students’ strategies depend on different factors, such as the target operation (Torbeyns et al. 2009a), specific problem characteristics (Blöte et al. 2000; Torbeyns et al. 2009a), and student-initiated recognition of problem characteristics (Rathgeb-Schnierer 2006, 2010).”