Developing Quantity Concepts in Children with Special Needs.

摘要: The paper discusses an investigation in the context of related studies examining processes and nature concept development children with special needs. Despite complexity individuality children's understanding quantity conservation, common characteristics emerge. question intra‐ inter‐individual conflict relation to other aspects fostering these learning is studied. Child‐child interaction pairs school examined here carefully controlling experiences, advancing concepts, clarifying role particular processes, experiences explanations. Key features found across training carried out who have needs are outlined.