ABSTRACT
This conclusion presents some closing thoughts on concepts discussed in the preceding chapters of this book. The book deals with the problem of clarifying and justifying what might be called the foundations of a theory of structural learning—of making sure that the basic concepts and assumptions of the theory reflect behavioral reality. It considers the task of identifying the content and the basic processes to be included in an "idealized" elementary school mathematics curriculum. In this case, the goal is to come up with an optimal curriculum—optimal in the sense that it guarantees, say, maximum transfer potential given the time limitations of a mathematics program for grades K – 6. The conceptualization which provides the constraints (natural laws) to be adhered to in achieving this goal might be the theory of knowledge. The partial theory approach makes it easier to specify and make clear the distinction between those aspects of development which relate to existing theory.
