• Corpus ID: 41041709


  author={Frank Quinn},
This article is primarily addressed to cognitive scientists and neuroscientists interested in education. For quite some time mathematics education has seemed an area in which cognitive neuroscience might make important contributions. This has not happened: studies have been large in number but small in impact, and education has been influenced more by misunderstandings and over-simplifications than actual science. Are these ‘important contributions’ an illusion? If not, why have they not been… 

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