trospection by mathematicians regarding their own reasotitng
rocesses and to attempts to teach those processes. Observa-
P . . .
tions of the results of their own chtldrens or grandcluldrens
mathematical thinking encouraged some mathematicians
to develop detailed analyses of that thinking or programs to
improve it. Although these forays into rrtathcrnattcs _educatt0t_‘:
have not always be_en'sustaine'd, they have usually been givfifl