scholarly journals The Number Sense Represents (Rational) Numbers

2021 ◽  
pp. 1-57
Author(s):  
Sam Clarke ◽  
Jacob Beck

Abstract On a now orthodox view, humans and many other animals possess a “number sense,” or approximate number system (ANS), that represents number. Recently, this orthodox view has been subject to numerous critiques that question whether the ANS genuinely represents number. We distinguish three lines of critique—the arguments from congruency, confounds, and imprecision—and show that none succeed. We then provide positive reasons to think that the ANS genuinely represents numbers, and not just non-numerical confounds or exotic substitutes for number, such as “numerosities” or “quanticals,” as critics propose. In so doing, we raise a neglected question: numbers of what kind? Proponents of the orthodox view have been remarkably coy on this issue. But this is unsatisfactory since the predictions of the orthodox view, including the situations in which the ANS is expected to succeed or fail, turn on the kind(s) of number being represented. In response, we propose that the ANS represents not only natural numbers (e.g. 7), but also non-natural rational numbers (e.g. 3.5). It does not represent irrational numbers (e.g. √2), however, and thereby fails to represent the real numbers more generally. This distances our proposal from existing conjectures, refines our understanding of the ANS, and paves the way for future research.

2021 ◽  
Vol 44 ◽  
Author(s):  
Sam Clarke ◽  
Jacob Beck

Abstract In our target article, we argued that the number sense represents natural and rational numbers. Here, we respond to the 26 commentaries we received, highlighting new directions for empirical and theoretical research. We discuss two background assumptions, arguments against the number sense, whether the approximate number system (ANS) represents numbers or numerosities, and why the ANS represents rational (but not irrational) numbers.


2021 ◽  
Vol 44 ◽  
Author(s):  
José Luis Bermúdez

Abstract Against Clarke and Beck's proposal that the approximate number system (ANS) represents natural and rational numbers, I suggest that the experimental evidence is better accommodated by the (much weaker) thesis that the ANS represents cardinality comparisons. Cardinality comparisons do not stand in arithmetical relations and being able to apply them does not involve basic arithmetical concepts and operations.


2009 ◽  
Vol 14 (6) ◽  
pp. 370-378
Author(s):  
Joanne E. Snow ◽  
Mary K. Porter

Today, the concept of number includes the sets of whole numbers, integers, rational numbers, and real numbers. This was not always so. At the time of Euclid (circa 330-270 BC), the only numbers used were whole numbers. To express quantitative relationships among geometric objects, such as line segments, triangles, circles, and spheres, the Greeks used ratios and proportions but not real numbers (fractions or irrational numbers). Although today we have full use of the number system, we still find ratios and proportions useful and effective when comparing quantities. In this article, we examine the history of ratios and proportions and their value to people from the past through the present.


Author(s):  
Алексеенко ◽  
A. Alekseenko ◽  
Лихачева ◽  
M. Likhacheva

The article is devoted to the study of the peculiarities of real numbers in the discipline "Algebra and analysis" in the secondary school. The theme of "Real numbers" is not easy to understand and often causes difficulties for students. However, the study of this topic is now being given enough attention and time. The consequence is a lack of understanding of students and school-leavers, what constitutes the real numbers, irrational numbers. At the same time the notion of a real number is required for further successful study of mathematics. To improve the efficiency of studying the topic and form a clear idea about the different numbers offered to add significantly to the material of modern textbooks, increase the number of hours in the study of real numbers, as well as to include in the school course of algebra topics "Complex numbers" and "Algebraic structures".


2008 ◽  
Vol 145 (3) ◽  
pp. 527-548 ◽  
Author(s):  
JULIEN BARRAL ◽  
STÉPHANE SEURET

AbstractWe are interested in two properties of real numbers: the first one is the property of being well-approximated by some dense family of real numbers {xn}n≥1, such as rational numbers and more generally algebraic numbers, and the second one is the property of having given digit frequencies in some b-adic expansion.We combine these two ways of classifying the real numbers, in order to provide a finer classification. We exhibit sets S of points x which are approximated at a given rate by some of the {xn}n, those xn being selected according to their digit frequencies. We compute the Hausdorff dimension of any countable intersection of such sets S, and prove that these sets enjoy the so-called large intersection property.


Author(s):  
Tayyaba Abid ◽  
Saeeda Khanum

The ability to process numbers approximately also called, approximate number system (ANS) is related and predictive of school mathematics performance. This system is functional since birth and continue to become more precise throughout the development. Developmental change of approximate number system over the growing years has not been investigated in Pakistan so the current study bridged this gap by investigating it from 261 participants ranging from 5 to 72 years of age. Panamath task being the robust measure of ANS acuity was administered. Results revealed that numerical acuity got precise with an increase in age. However, most sophisticated acuity has been shown around age 46-50 as compared to the western population showing its peak around 30 years of age. Delay in developing approximate number system acuity across the groups as compared to the trend reported in the western population raises many questions in terms of cultural variations and practices contributing to the development of number sense. The study has important implications for the development of number sense cross-culturally keeping in view the evidence from various cultures.


2021 ◽  
Vol 44 ◽  
Author(s):  
Melissa E. Libertus ◽  
Shirley Duong ◽  
Danielle Fox ◽  
Leanne Elliott ◽  
Rebecca McGregor ◽  
...  

Abstract The proposal by Clarke and Beck offers a new explanation for the association between the approximate number system (ANS) and math. Previous explanations have largely relied on developmental arguments, an underspecified notion of the ANS as an “error detection mechanism,” or affective factors. The proposal that the ANS represents rational numbers suggests that it may directly support a broader range of math skills.


2020 ◽  
pp. 299-327
Author(s):  
Charles McCarty

The chapter features, first, a critical presentation of Brouwer’s intuitionistic doctrines concerning logic, the real numbers, and continuity in the real number system, including his Principle for Numbers and Continuity Theorem. This is followed by a parallel examination of Hermann Weyl’s quasi-intuitionistic views on logic, continuity, and the real number system, views inspired by (but grossly misrepresenting) ideas of Brouwer. The whole business wraps up with an attempt to place Brouwer’s and Weyl’s efforts within the trajectory of informed thinking, during the late 19th and early 20th centuries, on the subjects of continua, magnitudes, and quantities.


2021 ◽  
Vol 44 ◽  
Author(s):  
Rafael E. Núñez ◽  
Francesco d'Errico ◽  
Russell D. Gray ◽  
Andrea Bender

Abstract Clarke and Beck's defense of the theoretical construct “approximate number system” (ANS) is flawed in serious ways – from biological misconceptions to mathematical naïveté. The authors misunderstand behavioral/psychological technical concepts, such as numerosity and quantical cognition, which they disdain as “exotic.” Additionally, their characterization of rational numbers is blind to the essential role of symbolic reference in the emergence of number.


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