Adam K. Dubé

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Children's understanding of the mathematical concepts of inversion and associativity are positively related, as measured by the use of conceptually based shortcut strategies on 3-term inversion problems (i.e., a + b - b, d x e / e) and associativity problems (i.e., a + b - c, d x e / f; Robinson & Dubé, 2009; Robinson & Ninowski, 2003). Individuals who use(More)
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 to solve(More)
Communications studies and psychology offer analytical and methodological tools that when combined have the potential to bring novel perspectives on human interaction with technologies. In this study of children using simple and complex mathematics applications on tablet computers, cognitive load theory is used to answer the question: how successful are(More)
This microgenetic study investigated the discovery and development of the multiplication and division concept of inversion. Little is known about multiplicative concepts relative to additive concepts, including the inversion concept. Grade 6 participants (mean age = 11 years 6 months) solved multiplication and division inversion problems (e.g., d x e/e) for(More)
How simple division strategies develop over a short period of time was examined with a microgenetic study. Grade 5 students (mean age = 10 years, 3 months) solved simple division problems in 8 weekly sessions. Performance improved with faster and more accurate responses across the study. Consistent with R. S. Siegler's (1996) overlapping waves model,(More)
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