“…The focus of previous researchers are more on the operational aspects, for example by identifying error reversals that students make for the problem of "students and professors" (González-Calero, Arnau, & Laserna-Belenguer, 2015;Soneira, González-Calero, & Arnau, 2018;Tunç-Pekkan, 2015), reversible multiplication relationships (Hackenberg, 2010), cognitive conflict and insufficient mental processes to reverse problem situations (Ramful, 2014), the type of task that causes reversible reasoning (B. Dougherty, Bryant, Bryant, & Shin, 2017;B. J. Dougherty, Bryant, Bryant, Darrough, & Pfannenstiel, 2015;Sangwin & Jones, 2017;Simon, Kara, et al, 2016;Vilkomir & O'Donoghue, 2009). Likewise, with investigations about inverse functions, most focus more on errors made by students in solving problems (Carlson et al, 2015;Kontorovich, 2017;Paoletti et al, 2018;Zazkis & Kontorovich, 2016;Zazkis & Zazkis, 2011).…”