The three papers on early number in the May issue of this journal (Baroody, 1984; Carpenter & Moser, 1984; Fuson, 1984) focus attention on the crucial role that child-generated or invented methods play in the development of arithmetical knowledge. I will consider just two of the many issues raised in these closely related papers. The first concerns the difficulties involved in identifying developmental sequences of methods that children construct to solve specific tasks such as subtraction problems. The second issue relates to the instructional implications of recent research on early number.
Paul Cobb, Assistant Professor, Education Building, Purdue University, West Lafayette, TN 47907