Cognitive Access to Numbers: the Philosophical Significance of Empirical findings About... - 1 views
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Sheri Oberman on 01 Jun 17We teach children about numbers, but how do people come to know what numbers are, given that they are abstract? There must be some process of learning that takes place. This paper explores this problem, offers several alternative accounts of what a number is, and argues that the concept of a number can be learned by learning to recognize the size of a set or collection of entities. Teachers call this subetizing