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Reflections of Evolution and Culture in Children’s Cognition: Implications for Mathematical Development and Instruction. (English)
Am. Psychol. 50, No. 1, 24-27 (1995).
An evolution-based framework for understanding biological and cultural influences on children’s cognitive and academic development is presented. The framework, which defines biologically primary and secondary classes of cognitive ability, is a foundation for examining current approaches to reform and mathematics instruction in the United States. (ERIC)
Classification: C32
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