First Published in 1986. This book is intended for those people who are interested in how mathematics is learned. It is intended especially for those who are interested in the mental processes involved in becoming mathematically competent and the mental processes that inhibit such competency from developing. The volume opens with an overview of the issue and then traces the relationships between conceptual and procedural knowledge in mathematics from preschool days through the years of formal schooling. Mathematics educators and cognitive psychologists from a variety of perspectives contribute theoretical arguments and empirical data to illuminate the nature of the relationships and, in tum, the nature of mathematics learning. "...the overall strength of the book and its focus make it valuable reading. And rereading...Readers will not be able to read the book without thinking about their own teaching. That in itself is enough of a reason to recommend it."—Journal of Research in Mathematics Education"...if you are interested in understanding mathematics learning, Conceptual and Procedural Knowledge: The Case of Mathematics belongs on your bookshelf."—Contemporary Psychology