Beyond the Numeral List Representation of Integers
This chapter begins by considering how the child who uses counting to represent number (i.e., is a cardinal-principle-knower) integrates the count list with analog magnitude representations, and what this integration buys the child. The goal is to illustrate further the meaning-making capacity of Quinian bootstrapping. It then presents evidence for a second discontinuity in the development of mathematical cognition: the construction of representations of fractions.
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