Learning to represent exact numbers

No abstract is available for this paper.

• Publication year

  2015

• Venue

  Synthese

• Publication date

  2015-08-27

• Fields of study

  Mathematics, Computer Science

• Identifiers
  DOI 10.1007/s11229-015-0854-6
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

• Toward exact number: young children use one-to-one correspondence to measure set identity but not numerical equality.

  2014cited by this paper
• Children's learning of number words in an indigenous farming-foraging group.

  2014cited by this paper
• Grammatical morphology as a source of early number word meanings

  2013cited by this paper
• The Idea of an Exact Number: Children's Understanding of Cardinality and Equinumerosity

  2013cited by this paper
• Connecting numbers to discrete quantification: a step in the child's construction of integer concepts.

  2013cited by this paper
• Developmental Science, 6

  2012cited by this paper
• Does learning to count involve a semantic induction?

  2012cited by this paper
• Number-concept acquisition and general vocabulary development.

  2012cited by this paper
• Find the picture of eight turtles: a link between children's counting and their knowledge of number word semantics.

  2011cited by this paper
• Learning to count begins in infancy: evidence from 18 month olds' visual preferences

  2011cited by this paper
• What counts in the development of young children's number knowledge?

  2010cited by this paper
• Core multiplication in childhood.

  2010cited by this paper
• Foundational numerical capacities and the origins of dyscalculia.

  2010cited by this paper
• Levels of number knowledge during early childhood.

  2009cited by this paper
• Cross-linguistic relations between quantifiers and numerals in language acquisition: evidence from Japanese.

  2009cited by this paper
• Early math matters: kindergarten number competence and later mathematics outcomes.

  2009cited by this paper
• Socioeconomic variation, number competence, and mathematics learning difficulties in young children.

  2009cited by this paper
• Why set-comparison is vital in early number learning.

  2009cited by this paper
• Representation of number in the brain.

  2009cited by this paper
• Origins of Mathematical Intuitions

  2009cited by this paper
• How counting represents number: what children must learn and when they learn it.

  2008influential reference
• From numerical concepts to concepts of number

  2008influential reference
• The generative basis of natural number concepts.

  2008influential reference
• Numerical thought with and without words: Evidence from indigenous Australian children

  2008cited by this paper
• From grammatical number to exact numbers: early meanings of 'one', 'two', and 'three' in English, Russian, and Japanese.

  2007cited by this paper
• School readiness and later achievement.

  2007cited by this paper
• One, two, three, four, nothing more: an investigation of the conceptual sources of the verbal counting principles.

  2007cited by this paper
• Predicting First–Grade Math Achievement from Developmental Number Sense Trajectories

  2007cited by this paper
• Non-symbolic arithmetic in adults and young children.

  2006cited by this paper
• Giving the boot to the bootstrap: how not to learn the natural numbers.

  2006cited by this paper
• Re-visiting the competence/performance debate in the acquisition of the counting principles.

  2006cited by this paper
• Language and Conceptual Development series Number and language : how are they related ?

  2004cited by this paper
• Language and the Origin of Numerical Concepts

  2004cited by this paper
• Six does not just mean a lot: preschoolers see number words as specific.

  2004influential reference
• Language and Conceptual Development series Core systems of number

  2004cited by this paper
• Enhancing young children’s mathematical knowledge through a pre-kindergarten mathematics intervention

  2004cited by this paper
• Tracking individuals via object-files: evidence from infants' manual search

  2003cited by this paper
• Language acquisition and conceptual development: Initial knowledge and conceptual change: space and number

  2001cited by this paper
• Language Acquisition and Conceptual Development

  2001cited by this paper
• The Origin of Concepts

  2000influential reference
• Explaining the infant''s object concept: Beyond the perception/cognition dichotomy

  1999cited by this paper
• Routledge Encyclopedia of Philosophy

  1998cited by this paper
• Computational evidence for the foundations of numerical competence

  1998cited by this paper
• The Number Sense: How the Mind Creates Mathematics.

  1998cited by this paper
• Linguistic cues in the acquisition of number words

  1997cited by this paper
• Counting and cardinality in English nursery pupils.

  1996cited by this paper
• Children's Acquisition of the Number Words and the Counting System

  1992cited by this paper
• Addition and subtraction by human infants

  1992cited by this paper
• Children's understanding of counting.

  1990cited by this paper
• Language and Number: The Emergence of a Cognitive System

  1987cited by this paper
• Children's Counting and Concepts of Number

  1987cited by this paper
• Conceptual role semantics

  1982cited by this paper
• The Child's Understanding of Number

  1979cited by this paper
• Word and Object

  1960cited by this paper
• Journal of Child Psychology and Psychiatry 46:1 (2005), pp 3–18 doi: 10.1111/j.1469-7610.2005.00374.x The development of arithmetical abilities

  year unknowncited by this paper
• Please Scroll down for Article Philosophical Psychology Exact Equality and Successor Function: Two Key Concepts on the Path towards Understanding Exact Numbers

  year unknowncited by this paper

• Early number acquisition in bilingual children

  2025cites this paper
• Understanding of exact equality emerges after and builds on symbolic number knowledge.

  2025cites this paper
• Children’s early understanding of the successor function

  2025cites this paper
• How is the Mind/Brain Composed? Two Sorts of Mechanisms in Cognitive Science

  2025cites this paper
• Numerical format integration in primary school children examined with frequency-tagged electroencephalography

  2025cites this paper
• Thirty years of the Give-N task: A systematic review, reflections, and recommendations

  2025cites this paper
• Education and Local Wisdom: Improving Quranic Reading Skills of Early Childhood Using Buginese Spelling in Bone Regency, Indonesia

  2024cites this paper
• Thinking about numbers in different tongues: An overview of the influences of multilingualism on numerical and mathematical competencies

  2024cites this paper
• What Can AI Learn from Psychology and When Can AI Neglect it?

  2023cites this paper
• Features in children's counting books that lead dyads to both count and label sets during shared book reading.

  2023cites this paper
• Characterizing exact arithmetic abilities before formal schooling.

  2023cites this paper
• Counting many as one: Young children can understand sets as units except when counting.

  2022cites this paper
• Naturalising Mathematics? A Wittgensteinian Perspective

  2022cites this paper
• The Effect of Educational Games on Success in Teaching Mathematics: Reading and Writing Natural Numbers

  2022influential citation
• Environmental influences on mathematics performance in early childhood

  2022cites this paper
• Cognitive Structuralism: Explaining the Regularity of the Natural Numbers Progression

  2021cites this paper
• Cognitive Structuralism: Explaining the Regularity of the Natural Numbers Progression

  2021cites this paper
• Acquiring the cardinal knowledge of number words: A conceptual replication

  2021cites this paper
• Representación Bimodal de Valores Cardinales en la Comprensión de los Primeros Números

  2020cites this paper
• An Epigenetic Approach to Semantic Categories

  2020cites this paper
• Benefits of Playing Numerical Card Games on Head Start Children’s Mathematical Skills

  2020cites this paper
• Applying a Developmental Lens to Educational Game Designs for Preschoolers

  2020cites this paper
• Moving attention along the mental number-line in preschool age: Study of the operational momentum in 3- to 5-year old children's non-symbolic arithmetic.

  2020cites this paper
• Many systems, one strategy: Acquiring ordinals in Dutch and English

  2020cites this paper
• Situated Counting

  2020cites this paper
• Do Children Recall Numbers as Generic? A Strong Test of the Generics-As-Default Hypothesis

  2019cites this paper
• Spatial order relates to the exact numerical magnitude of digits in young children.

  2019cites this paper
• Enactive experience promotes early number understanding: a study with 3-year-old children

  2019cites this paper
• Making Sense of Number Words and Arabic Digits: Does Order Count More?

  2019cites this paper
• The knowledge of the preceding number reveals a mature understanding of the number sequence.

  2019cites this paper
• Improved set-size labeling mediates the effect of a counting intervention on children's understanding of cardinality.

  2019cites this paper
• New insights from children with early focal brain injury: Lessons to be learned from examining STEM‐related skills

  2019cites this paper
• Mathematical abilities in Down syndrome

  2019cites this paper
• Cognitive instincts versus cognitive gadgets: A fallacy

  2019cites this paper
• Spatial and Verbal Routes to Number Comparison in Young Children

  2018cites this paper
• Symbolic representations and cardinal knowledge in 3- and 4-year-old children

  2018cites this paper
• Are educational preschool apps designed to teach? An analysis of the app market

  2018cites this paper
• Two roads to the successor axiom

  2018cites this paper
• Mapping the acquisition of the number word sequence in the first year of school

  2017cites this paper
• To infinity and beyond: Children generalize the successor function to all possible numbers years after learning to count.

  2017cites this paper
• Mapping the acquisition of the number word sequence in the first year of school

  2017cites this paper
• Numerical cognition and mathematical realism

  2016cites this paper
• Why numerical symbols count in the development of mathematical skills: evidence from brain and behavior

  2016cites this paper
• A Complete Bibliography of Publications in Synthese, 2020–2029

  year unknowncites this paper
• The how many and give-N tasks: Conceptually distinct measures of the cardinality principle

  year unknowncites this paper
• UvA-DARE (Digital Academic Repository) Many systems, one strategy: Acquiring ordinals in Dutch and English

  year unknowncites this paper