Focusing on key issues in the understanding of the development of mathematical thinking and problem solving, this special issue is unique in the way it provides distinct perspectives on the development of mathematics knowledge. Outstanding researchers in the field present papers that address the nature and development of mathematical reasoning in theory and research. Topics include developmental and cognitive psychology analyses of mathematical reasoning as well as a contemporary view of the role of technologies in mathematics thinking and learning in children and adults in contexts of the classroom and working place. Readers will find new ways of thinking about the problem raised by Piaget in association with the psychological, pedagogical and cultural background. The theories and research presented in this special issue are addressed to developmental psychologists, cognitive psychologists, mathematics education researchers and teachers who will find an essential collection of papers that synthesizes these perspectives.
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