Although he tried several times to start over

you. Jose, a seventh-grader, was excited to show his teacher how quickly he can depend on twos to get from 0 to 24. He enthusiastically began: “Two to four, six to eight, eight to ten eleven?”. There was no …, twelve? or …, thirteen?. He also asked if it was okay to start over. He thought of it as if he could ride a bike up a steep hill in real time. The right phrases might drift, and he might get to the top (to twenty four)., he could not remember more than ten. He did not know how counting words got to the first region. His memory was not good enough to expand the pattern. But he should be able to recollect with great success a restricted range of phrases that had no meaning for him. Imagine a student in high-faculty special education who tried to make sense of objects that had been grouped into fives. She started with “Five, ten …,”, and then she went blank. The teacher’s assistant mumbled the first sound of the following phrase in the pattern to cue her response.,59165.0.html,167495.0.html