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The book explores the implications for instruction, drawing upon the ideas of Piaget, Vygotsky, and several contemporary cognitive-developmental theorists.
The text is intended for use in undergraduate and graduate-level courses in developmental psychology and education.
Origins of Mathematical Knowledge in Childhood
Child's Conception of Number
Quantitative Development in Infancy and Early Childhood
Pathways To Number
Development of Mathematical Skills
Evolutionary Origins and Early Development of Number Processing
Constructing Number
Two and Two Make Zero
Practice of Mathematics
Children's Strategies
Exploring the Integer Addition and Subtraction Landscape
Addition and Subtraction
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