Abstract
This theoretical paper relates key features of the mathematics adolescents are expected to learn in school to other aspects of adolescent development. Difficulties in mathematical learning at that age include changes in perspective and in the actions that are mathematically productive. Commonly-recommended methods of trying to engage adolescents in mathematics do not necessarily enable students to shift to new perceptions and new ways of constructing mathematical understandings, yet the shifts students need to make are in accord with other aspects of adolescent development.
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