David A. Sousa discusses the cognitive mechanisms for learning mathematics and the environmental and developmental factors that contribute to mathematics difficulties. This groundbreaking text examines: o Children's innate number sense and how the brain develops an understanding of number relationships o Rationales for modifying lessons to meet the developmental learning stages of young children, preadolescents, and adolescents o Implications of current research for planning mathematics lessons, including discoveries about memory systems and lesson timing o Methods to help elementary and secondary school teachers detect mathematics difficulties.
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