The development of the number concept as a field of psychological investigation -- Why does Piaget's theory take its particular form? -- The child's conception of number -- Piaget's account of the growth of understanding -- Does Piaget give an adequate account of growth? -- Do number theorists give adequate accounts of knowing? -- Can a Piagetian perspective be defended? -- Knowing how and when to use numbers -- 'The development of mathematical thinking': entering into the social practices of number use

Summary

The psychological description and explanation of how children learn to work with numbers is dominated by the theories of Piaget. Yvette Solomon suggests an alternative approach to the child's conception of number

Bibliography

Includes bibliographical references (pages 193-199) and index