Is Mathematical Competence Innate
Bibliographic Data
| ID | 10707342 |
|---|---|
| Authors | Robert Schwartz (0000-0001-8199-565X), Robert J Schwartz (0000-0001-9202-2984, University of Wisconsin–Milwaukee, corresponding author) |
| Year | 1995 |
| Volume | 62 |
| Issue | 2 |
| Pages | 227-240 |
| Publication date | 1995-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Philosophy of Science (JOURNAL) |
| Journal identifiers | ISSN: 0031-8248 • E-ISSN: 1539-767X |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1086/289854 |
| OpenAlex | W2077307013 |
| Language | EN |
| References cited | 20 |
Despite a vast philosophical literature on the epistemology of mathematics and much speculation about how, in principle, knowledge of this domain is possible, little attention has been paid to the psychological findings and theories concerning the acquisition, comprehension and use of mathematical knowledge. This contrasts sharply with recent philosophical work on language where comparable issues and problems arise. One topic that is the center of debate in the study of mathematical cognition is the question of innateness. This paper critically examines the controversy
Cognition · Cognitive science · Competence (human resources) · Comprehension · Epistemology · Linguistics · Metaphysics · Philosophy of language · Speculation · Child and Animal Learning Development · Cognitive and developmental aspects of mathematical skills · Mathematics Education and Teaching Techniques · Neuroscience · Philosophy · Psychology · Social Psychology
| Highly cited | No |
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