This book illuminates the progress of children's ideas about numbers in a way that would make clear both how it is that young children know as much as they do and how it is that they often have so much trouble with mathematics.
Contrasts the widely held view that counting is the starting point for mathematical development with an alternative comparison-of-quantities position.... Læs mere
Synthesizing research on numerical development, the book explores the implications for instruction, drawing upon the ideas of Piaget, Vygotsky, and several contemporary... Læs mere