Review: Consensus, More or Less

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  • 1 State University of New York, Buffalo

These books are the result of two impressive research programs in the area of early counting and number concepts, conducted by researchers who have dedicated a large number of years to this endeavor. Steffe and Cobb used a constructivist, case-study paradigm to investigate the development of ftrst and second graders' counting structures, including the meaning they gave to their counting and the strategies they used to find sums and differences. Fuson generally employed crosssectional and interview approaches to study changes in the number word sequence, correspondence errors, and concepts of cardinality of children from 2 to 8 years of age. Both projects reaffirm that work in this area lies at the cutting edge of research in both mathematics education and educational/cognitive psychology.

Journal for Research in Mathematics Education

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