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Peer reviewedBoulton-Lewis, Gillian M. – Australian Mathematics Teacher, 1989
Summarized is the research focused on the relationship between children's increasing capacity to process information and the levels at which they should be capable of recognizing mathematical concepts. Implications for mathematics curricula and teachers are discussed. Lists three references. (YP)
Descriptors: Children, Cognitive Ability, Cognitive Measurement, Cognitive Processes
