Abstract
The book summarises in a concise way the results of long-term research of the author of concept development processes in mathematics. So called theory of generic models is presented which describes the origin of mathematical knowledge in a pupil's mind, beginning with motivation and ending with the crystallisation of abstract knowledge.
This theory makes the theoretical background of the teaching based on building mental schemas which is described in the next chapter. The book ends with a theoretical description of the emergence of a mental schema of Number.
On the one side, all the considerations are based on teaching experiments and existing research results, and on the other side, illustrated by concrete examples from the teaching of mathematics and interviews with pupils.