Review by Choice Review
"What is the nature of arithmetic expertise? How can instruction best promote it?" These are the questions the editors asked authors to address. Baroody (Univ. of Illinois at Urbana-Champaign), widely known for work in early childhood mathematics education, and Dowker (lecturer, Oxford Univ.), with interest in the psychology of mathematics and language, edited the volume and contributed to several chapters. Almost all of the authors are American, Canadian, or English scholars, well known for their research on learning arithmetic. Eight chapters consider aspects of the interaction between types of knowledge (e.g., factual, conceptual, procedural) as well as the development of adaptive expertise. The remaining seven chapters describe instructional research, learners with difficulty learning mathematics, and arithmetical servants. Although the research reported in many of the chapters is readily available in other sources, the review of research on the early mathematical learning of children with language impairments and the chapter describing the neuropsychological bases for distinguishing between routine and adaptive expertise present information that is less widely published. This is a valuable and important collection. ^BSumming Up: Highly recommended. Graduate students and researchers in early childhood mathematics education. A. O. Graeber University of Maryland College Park
Copyright American Library Association, used with permission.
Review by Choice Review
