Multifaceted assessment of children's inversion understanding

The current study was aimed at examining various theoretical issues concerning children?s inversion understanding (i.e., its factor structure, development, and relation with mathematics achieve-ment) using a multifaceted assessment. A sample of 110 fourth to sixth graders was evaluated in three different measures of inver-sion understanding: evaluation of examples, explicit recognition, and application of procedures. The participants were also evalu-ated on their mathematics achievement. A one-factor structure best explains inversion understanding involving different arith-metic operations. Grade-related improvements were observed in some facets of inversion understanding. Latent profile analysis using the three inversion measures revealed seven classes of chil-dren with different inversion profiles. Furthermore, classes with better inversion understanding also had higher mathematics achievers. The current findings provide evidence to support the multifaceted nature of inversion understanding, grade-related improvements in children?s inversion understanding as well as the relation between inversion understanding and mathematics achievement. ? 2021 Elsevier Inc. All rights reserved.