Helping Children Develop Mathematically

摘要

By way of setting a context for the four papers that comprise this special issue of Human Development, I begin by considering various ways in which to think about 'development' in relation to mathematics and mathematics education. After having commented on each of the papers, I conclude with some general considerations, particularly the question asked by Ginsburg [this issue]: 'How can the new psychology of mathematical thinking be used to improve mathematics education?'