On the interrelation of multiplication and division in secondary school children.

摘要: Multiplication and division are conceptually inversely related: Each problem can be transformed into as a multiplication vice versa. Recent research has indicated strong developmental parallels between in primary school children. In this study, we were interested (i) whether these persist secondary school, (ii) similar observed for simple complex problems, (iii) skill level modulates relationship, (iv) the correlations specific not driven by general cognitive or arithmetic abilities. Therefore, assessed performance of 5th 6th graders attending two types German educational system well while controlling nonverbal intelligence, short-term memory, other Accordingly, collected data from students differing skills levels due to either age (5th grade) type (general intermediate school). We moderate bivariate partial with being higher tasks but nevertheless reliable tasks. Moreover, association depended on students’ reflected types, age. Partial than sum, findings emphasize importance inverse relationship which persists later stages. However, evidence skill-related differences was restricted types.