ABSTRACT
As discussed in the other chapters of this book, analogical and mathematical reasoning are cognitive processes that are essential in our daily lives. Every day we reason analogically and mathematically to acquire new knowledge, understand abstract concepts, and make sense of the world around us (English, 1999; Holyoak & Thagard, 1995). Further, those processes are used regularly in both informal and formal learning environments, underscoring the pervasiveness of these forms of reasoning (e.g., Resnick & Omanson, 1987; Saxe, 1991; Vosniadou, 1989). But how do these processes emerge? What fosters their development and how do they change over time? These are some of the questions that led us initially to explore the analogical and mathematical reasoning abilities of young children.
