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Synthesizing the latest research on numerical development, the book explores the implications for instruction, drawing upon the ideas of Piaget, Vygotsky, and several contemporary cognitive-developmental theorists. The text is intended for use in undergraduate and graduate-level courses in developmental psychology and education. Childrens developing understanding of numbers is a topic at the intersection of cognitive-developmental psychology and education. The two perspectives are interwoven and shown to be highly complementary in this integrative account of what children know about numbers and how they learn it. Catherine Sophian illuminates the progress of childrens ideas about numbers in a way that makes it clear both how young children know as much as they do and how it is they often have so much trouble with mathematics.Clearly written and filled with illuminating examples, this book synthesizes the latest research on numerical development and explores its implications for instruction. Sophian relates the ideas of Piaget, Vygotsky, and several contemporary cognitive-developmental theorists to childrens developing knowledge about numbers. Studies of infant habituation, preschoolers counting, and the arithmetic problem-solving of schooled and unschooled children are discussed, along with cross-cultural comparisons of mathematics achievement. The text is intended for use in undergraduate and graduate-level courses in developmental psychology and education. Complex issues are explained clearly without any presumption of prior knowledge in either psychology or education, which makes the book useful for a wide range of courses. It will also be of interest to parents, teachers, and others who help children learn.