Children’s understanding of the arithmetic concepts of inversion and associativity

Previous studies have shown that even preschoolers can solve inversion problems of the form a + b − b by using the knowledge that addition and subtraction are inverse operations. In this study, a new type of inversion problem of the form d × e ÷ e was also examined. Grade 6 and 8 students solved inversion problems of both types as well as standard problems of the form a + b − c and d × e ÷ f. Students in both grades used the inversion concept on both types of inversion problems, although older students used inversion more frequently and inversion was used most frequently on the addition/subtraction problems. No transfer effects were found from one type of inversion problem to the other. Students who used the concept of associativity on the addition/subtraction standard problems (e.g., a + b − c = [b − c] + a) were more likely to use the concept of inversion on the inversion problems, although overall implementation of the associativity concept was infrequent. The findings suggest that further study of inversion and associativity is important for understanding conceptual development in arithmetic.