a1 Centre for Neuroscience in Education, University of Cambridge, Cambridge CB2 8PQ, United Kingdom. [email protected] http://www.educ.cam.ac.uk/people/staff/szucs/ [email protected] [email protected] http://www.educ.cam.ac.uk/people/staff/goswami/
The issue of abstractness raises two distinct questions. First, is there a format-independent magnitude representation? Second, does analogue magnitude really play a crucial role in the development of human mathematics? We suggest that neither developmental nor cultural studies support this notion. The field needs to redefine the properties of the core number representation as used in human arithmetic.