Do young children grasp the inverse relationship between addition and subtraction?: Evidence against early arithmetic

By B. Vilette. 2002

65 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/b2c9f930daefcd3bcf77d5673ad8f0cf05ea0826

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. David C. Geary
2. Nancy C. Jordan
3. John Sweller
4. Ulf Andersson
5. Fred Paas
6. M. Flinn
7. R. Vukovic
8. Orit Hazzan

In Education

1. David C. Geary
2. Robert S. Siegler
3. Nancy C. Jordan
4. Ulf Andersson
5. Geetha B. Ramani
6. R. Vukovic
7. R. Gersten
8. Camilla Gilmore

In Statistics and Probability

1. David C. Geary
2. Robert S. Siegler
3. Nancy C. Jordan
4. Ulf Andersson
5. Geetha B. Ramani
6. R. Vukovic
7. R. Gersten
8. Camilla Gilmore

Citations in the corpus

• Development of Mathematical Understanding. (2007, methodology): “There is debate whether the mechanisms underlying preschoolers’ arithmetic competencies are inherently numerical (Butterworth, 1999; Dehaene, 1997; Gallistel & Gelman, 1992; Geary, 1995) or emerge from nonnumerical mechanisms (Huttenlocher et al., 1994; Houdé, 1997; Jordan, Huttenlocher, & Levine, 1”
• Children's understanding of the relationship between addition and subtraction. (2008, unknown): “Problems of the form x + y – z = ? are intractable for those who lack knowledge of specific arithmetic facts (e.g., what is x + y?)”