This paper describes an emerging approach to the design of task sequences to promote reflective abstraction. The approach aims at promoting particular mathematical understandings. Central to this approach is the identification of available student activities from which students can abstract the intended ideas. The approach differs from a…

Can children reason the Bayesian way? We argue that the answer to this question depends on how numbers are represented, because a representation can do part of the computation. We test, for the first time, whether Bayesian reasoning can be elicited in children by means of natural frequencies. We show that when information was presented to fourth,…