During the last ten years some publications have appeared which may
prove helpful in dealing with the difficulties encountered by language-
impaired children in learning early mathematics. A brief account is
given of these publications, and some general trends are identified:
changed attitudes to Piaget; interest in crosscultural studies; debate on
counting; emphasis on the problems of symbolic understanding; value
given to informal methods; and awareness of the role of language in
mathematics. Some implications for teaching are drawn, and three
books from the mainstream literature on mathematics are recommended.
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