Greet Peters
Biographic Data
| ID | 3656158 |
|---|---|
| NAME | Greet Peters |
| GIVEN NAMES | Greet |
| FAMILY NAME | Peters |
| SIGNATURE | PETERS G |
| AFFILIATIONS | Centre for Instructional Psychology and Technology KU Leuven Belgium |
| ORCID | 0000-0003-3999-1393 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 0 |
Children's understanding of the addition/subtraction complement principle
BACKGROUND: In the last decades, children's understanding of mathematical principles has become an important research topic. Different from the commutativity and inversion principles, only few studies have focused on children's understanding of the addition/subtraction complement principle (if a - b = c, then c + b = a), mainly relying on verbal techniques. AIM: This contribution aimed at deepening our understanding of children's knowledge of the…
Children's use of addition to solve two‐digit subtraction problems
Subtraction problems of the type M − S = ? can be solved with various mental calculation strategies. We investigated fourth‐ to sixth‐graders' use of the subtraction by addition strategy, first by fitting regression models to the reaction times of 32 two‐digit subtractions. These models represented three different strategy use patterns: the use of direct subtraction, subtraction by addition, and switching between the two strategies based on the m…
Use of indirect addition in adults’ mental subtraction in the number domain up to 1,000
This study examined adults' use of indirect addition and direct subtraction strategies on multi-digit subtractions in the number domain up to 1,000. Seventy students who differed in their level of arithmetic ability solved multi-digit subtractions in one choice and two no-choice conditions. Against the background of recent findings in elementary subtraction, we manipulated the size of the subtrahend compared to the difference and only selected it…
No prominent works on this page.
Use of indirect addition in adults’ mental subtraction in the number domain up to 1,000
This study examined adults' use of indirect addition and direct subtraction strategies on multi-digit subtractions in the number domain up to 1,000. Seventy students who differed in their level of arithmetic ability solved multi-digit subtractions in one choice and two no-choice conditions. Against the background of recent findings in elementary subtraction, we manipulated the size of the subtrahend compared to the difference and only selected it…
Children's use of addition to solve two‐digit subtraction problems
Subtraction problems of the type M − S = ? can be solved with various mental calculation strategies. We investigated fourth‐ to sixth‐graders' use of the subtraction by addition strategy, first by fitting regression models to the reaction times of 32 two‐digit subtractions. These models represented three different strategy use patterns: the use of direct subtraction, subtraction by addition, and switching between the two strategies based on the m…
Children's understanding of the addition/subtraction complement principle
BACKGROUND: In the last decades, children's understanding of mathematical principles has become an important research topic. Different from the commutativity and inversion principles, only few studies have focused on children's understanding of the addition/subtraction complement principle (if a - b = c, then c + b = a), mainly relying on verbal techniques. AIM: This contribution aimed at deepening our understanding of children's knowledge of the…
Arithmetic (3 works) · Cognitive and developmental aspects of mathematical skills (3 works) · Mathematics (3 works) · Psychology (3 works) · Subtraction (3 works) · Cognitive psychology (2 works) · Mathematics Education and Teaching Techniques (2 works) · Reading and Literacy Development (2 works) · Algorithm (1 work) · Clinical Psychology (1 work)