|Numbers: whether numbers are objects or concepts, has been controversial in the philosophical discussion for millennia. The most widely accepted definition today is given by G. Frege (G. Frege, Grundlagen der Arithmetik 1987, p. 79ff). Frege-inspired notions represent numbers as classes of classes, or as second-level terms, or as that with one measure the size of sets. Up until today, there is an ambiguity between concept and object in the discussion of numbers. See also counting, sets, measurements, mathematics, abstract objects, mathematical entities, theoretical entities, number, platonism._____________Annotation: The above characterizations of concepts are neither definitions nor exhausting presentations of problems related to them. Instead, they are intended to give a short introduction to the contributions below. – Lexicon of Arguments. |
Jean Piaget on Numbers - Dictionary of Arguments
Slater I 56
Numbers/children/development/Piaget: Preschoolers believe that if a row of several cookies is spread out, so that they take up more space, that there are now more cookies to eat than before they wore spread out.>Cognitive development/Piaget, >Thinking/Piaget, VsPiaget: >Abilities/Klahr, >Context/developmental psychology, >Problem solving/Klahr.
David Klahr, ”Revisiting Piaget. A Perspective from Studies of Children’s Problem-solving Abilities”, in: Alan M. Slater and Paul C. Quinn (eds.) 2012. Developmental Psychology. Revisiting the Classic Studies. London: Sage Publications_____________Explanation of symbols: Roman numerals indicate the source, arabic numerals indicate the page number. The corresponding books are indicated on the right hand side. ((s)…): Comment by the sender of the contribution. The note [Author1]Vs[Author2] or [Author]Vs[term] is an addition from the Dictionary of Arguments. If a German edition is specified, the page numbers refer to this edition.
The Psychology Of The Child 2nd Edition 1969
Alan M. Slater
Paul C. Quinn
Developmental Psychology. Revisiting the Classic Studies London 2012