Cognitive Access to Numbers: The Philosophical Significance of Empirical Findings About Basic Number Abilities

Marcus Giaquinto, University College London, May 31, 2017
Commentary by Stephen Downes
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We 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. 
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