Abstract

This article focuses on how young children acquire concepts for exact, cardinal numbers. I believe that exact numbers are a conceptual structure that was invented by people, and that most children acquire gradually, over a period of months or years during early childhood. This article reviews studies that explore children’s number knowledge at various points during this acquisition process. Most of these studies were done in my own lab, and assume the theoretical framework proposed by Carey. In this framework, the counting list and the counting routine form a placeholder structure. Over time, the placeholder structure is gradually filled in with meaning to become a conceptual structure that allows the child to represent exact numbers A number system is a socially shared, structured set of symbols that pose a learning challenge for children. But once children have acquired a number system, it allows them to represent information that they had no way of representing before.