The main idea of the book is attractive: using, instead of various speculative hypotheses, modern accurate knowledge about the perception of the concept of number and other fundamental mathematical concepts by the children’s brain, develop teaching concepts and, possibly, overturn some pedagogical stereotypes.
There are, however, several considerations that limit the practical usefulness of these «teacher tips.» First, the advice itself takes up a disproportionately small part of the text and is much more banal than their scientific backing. Secondly, the author does not take into account the context — in which pedagogical system the teaching of mathematics is set, and these systems differ greatly, and there are offensively few universal recommendations. Thirdly, and most importantly, both pedagogy as a whole and the individual teacher, through trial and error, accumulate convincing statistics over time and, in general, know how the material is assimilated. Without offering anything fundamentally new, D. Souza will certainly yield in practical terms to an experienced teacher of mathematics. However, the scientific content of the book is curious in itself.
Lomonosov, 240 p.