ABSTRACT
The psychology of mathematics is changing rapidly. It is abundantly clear that by the time this book is read there will be important new developments that we cannot, of course, have reported or commented on. Despite this sense of having written an incomplete story, there are important reasons to highlight the current state of this particular topic in psychology. What we have done in the course of this book is to review and interpret an important segment of an emergent psychology of instruction. Instructional psychology is growing in strength and visibility as psychologists increasingly turn their attention to how people acquire and use information in complex domains of knowledge.
