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Differences between the philosophy of mathematics and the psychology of number development

  • Richard Cowan (a1)
Abstract
Abstract

The philosophy of mathematics may not be helpful to the psychology of number development because they differ in their purposes.

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References
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Ball D. L. & Bass H. (2003) Making mathematics reasonable in school. In: A research companion to principles and standards for school mathematics, ed. Kilpatrick J., Martin W. G. & Schifter D., pp. 2744. National Council of Teachers of Mathematics.
Baroody A. J. (1995) The role of the number-after rule in the invention of computational shortcuts. Cognition and Instruction 13:189219.
Griffin S. A., Case R. & Siegler R. S. (1994) Rightstart: Providing the central conceptual prerequisites for first formal learning of arithmetic to students at risk for school failure. In: Classroom lessons: Integrating cognitive theory and classroom practice, ed. McGilly K., pp. 2549. MIT Press.
Harris P. L. & Koenig M. A. (2006) Trust in testimony: How children learn about science and religion. Child Development 77:505–24.
Siegler R. S. & Robinson M. (1982) The development of numerical understandings. In: Advances in child development and behaviour, vol. 16, ed. Reese H. W. & Lipsitt L. P., pp. 241312. Academic Press.
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Behavioral and Brain Sciences
  • ISSN: 0140-525X
  • EISSN: 1469-1825
  • URL: /core/journals/behavioral-and-brain-sciences
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