1. Do teachers of mathematics need theories? -- 2. What cognitive demands are made in learning mathematics? -- 3. Could we enhance learning through optimum sequencing? -- 4. Must we wait until pupils are ready? -- 5. Can pupils discover mathematics for themselves? -- 6. Is an appreciation of pattern important in learning mathematics? -- 7. Does what we learn depend on where we are? -- 8. Why do some pupils achieve more than others? -- 9. Does language interfere with learning mathematics? -- 10. Is there a theory of mathematics learning? -- 11. Can pupils construct mathematical knowledge for themselves?
Notes
Previous ed.: 1992
Bibliography
Includes bibliographical references (pages 213-223) and indexes
