We have over 12,000 students, from over 100 countries, within one of the safest campuses in the UK


97% of Lancaster students go into work or further study within six months of graduating

Home > Research > Publications & Outputs > Don't throw the baby out with the math water: W...
View graph of relations

« Back

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

Research output: Contribution to journalEditorial


<mark>Journal publication date</mark>12/2008
<mark>Journal</mark>Behavioral and Brain Sciences
Number of pages8
<mark>Original language</mark>English


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.

Bibliographic note

http://journals.cambridge.org/action/displayJournal?jid=BBS The final, definitive version of this article has been published in the Journal, Behavioral and Brain Sciences, 31 (6), pp 663-664 2008, © 2008 Cambridge University Press.