Re-Thinking ‘Normal’ Development in the Early Learning of Number
In this article we suggest that, notwithstanding noted differences, one unmarked similarity across psychology and mathematics education is the continued dominance of the view that there is a ‘normal’ path of development. We focus particularly on the case of the early learning of number and point to...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
PsychOpen
2018-06-01
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| Series: | Journal of Numerical Cognition |
| Subjects: | |
| Online Access: | http://jnc.psychopen.eu/article/view/101 |