ABSTRACT
In Chapter 3, there were two sources for the idea that engaging in mathematics and mathematical meaning-making may be powerfully provoked through a focus on developing symbol–symbol awareness, or awareness of the structure of, say, the number system, rather than by an over-riding concern that each symbol we introduce has a ‘meaning’ in itself. These sources were the pedagogy of Gattegno and the neuroscientific research of Ian Lyons and colleagues.
