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Don't throw the baby out with the math water: Why discounting the developmental foundations of early numeracy is premature and unnecessary

  • Kevin Muldoon (a1), Charlie Lewis (a2) and Norman Freeman (a3)
Abstract
Abstract

We see no grounds for insisting that, because the concept natural number is abstract, its foundations must be innate. It is possible to specify domain general learning processes that feed into more abstract concepts of numerical infinity. By neglecting the messiness of children's slow acquisition of arithmetical concepts, Rips et al. present an idealized, unnecessarily insular, view of number development.

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This list contains references from the content that can be linked to their source. For a full set of references and notes please see the PDF or HTML where available.

E. Margolis & S. Laurence (2008) How to learn the natural numbers: Inductive inference and the acquisition of number concepts. Cognition 106:924–39.

K. Muldoon , C. Lewis & N. H. Freeman (2003) Putting counting to work: Preschoolers' understanding of cardinal extension. International Journal of Educational Research 39:695718.

K. P. Muldoon , C. Lewis & J. Towse (2005) Because it's there! Why children count, rather than infer, corresponding sets. Cognitive Development 20:472–91.

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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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