Solving Subtraction Problems by Means of Indirect Addition

By Joke Torbeyns, B. De Smedt, Nick Stassens, Pol Ghesquière, Lieven Verschaffel. 2009

68 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/b69524cca21486594bd32790eba107866ff7334b

How researchers see this paper

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

In Education

1. Marja Van den Heuvel-Panhuizen
2. T. Nunes
3. B. Dorneles
4. Elisabeth Rathgeb-Schnierer
5. Alexander Robitzsch
6. Pi-Jen Lin

In Experimental and Cognitive Psychology

1. T. Nunes
2. Alexander Robitzsch

In Statistics and Probability

1. Marja Van den Heuvel-Panhuizen
2. T. Nunes
3. B. Dorneles
4. Elisabeth Rathgeb-Schnierer
5. Alexander Robitzsch
6. Marjolijn Peltenburg
7. Pi-Jen Lin

Citations in the corpus

• 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): “Several studies (Blöte, Van der Burg, & Klein, 2001; Klein et al., 1998; Torbeyns et al., 2009a, b) suggested that in such situations, students will hardly apply this procedure.”
• 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).”