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This eBook is a collection of articles from a Frontiers Research Topic. Frontiers Research Topics are very popular trademarks of the Frontiers Journals Series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area! Find out more on how to host your own Frontiers Research Topic or contribute to one as an author by contacting the Frontiers Editorial Office: frontiersin.org/about/contact

approximate number system --- Number Sense --- non-symbolic number acuity --- Numerical cognition --- Mathematics

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In line with the emerging field of philosophy of mathematical practice, this book pushes the philosophy of mathematics away from questions about the reality and truth of mathematical entities and statements and toward a focus on what mathematicians actually do--and how that evolves and changes over time. How do new mathematical entities come to be? What internal, natural, cognitive, and social constraints shape mathematical cultures? How do mathematical signs form and reform their meanings? How can we model the cognitive processes at play in mathematical evolution? And how does mathematics tie together ideas, reality, and applications?Roi Wagner uniquely combines philosophical, historical, and cognitive studies to paint a fully rounded image of mathematics not as an absolute ideal but as a human endeavor that takes shape in specific social and institutional contexts. The book builds on ancient, medieval, and modern case studies to confront philosophical reconstructions and cutting-edge cognitive theories. It focuses on the contingent semiotic and interpretive dimensions of mathematical practice, rather than on mathematics' claim to universal or fundamental truths, in order to explore not only what mathematics is, but also what it could be. Along the way, Wagner challenges conventional views that mathematical signs represent fixed, ideal entities; that mathematical cognition is a rigid transfer of inferences between formal domains; and that mathematics' exceptional consensus is due to the subject's underlying reality. The result is a revisionist account of mathematical philosophy that will interest mathematicians, philosophers, and historians of science alike.

Mathematics --- Benedetto. --- Black-Scholes formula. --- Eugene Wigner. --- Friedrich W.J. Schelling. --- George Lakoff. --- Gilles Deleuze. --- Hermann Cohen. --- Hilary Putnam. --- Johann G. Fichte. --- Logic of Sensation. --- Mark Steiner. --- Rafael Nez. --- Stanislas Dehaene. --- Vincent Walsh. --- Water J. Freeman III. --- abbaco. --- algebra. --- arithmetic. --- authority. --- cognitive theory. --- combinatorics. --- conceptual freedom. --- constraints. --- economy. --- gender role stereotypes. --- generating functions. --- geometry. --- inferences. --- infinities. --- infinity. --- mathematical cognition. --- mathematical concepts. --- mathematical cultures. --- mathematical domains. --- mathematical entities. --- mathematical evolution. --- mathematical interpretation. --- mathematical language. --- mathematical metaphor. --- mathematical norms. --- mathematical objects. --- mathematical practice. --- mathematical signs. --- mathematical standards. --- mathematical statements. --- mathematics. --- natural order. --- natural sciences. --- nature. --- negative numbers. --- number sense. --- option pricing. --- philosophy of mathematics. --- reality. --- reason. --- relevance. --- semiosis. --- sexuality. --- stable marriage problem. --- Philosophy --- History.

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This book is a reprint of the Special Issue "Scientific Reasoning in Science Education: From Global Measures to Fine-Grained Descriptions of Students’ Competencies" published in the journal Education Sciences. It compiles all manuscripts of the special issue.

scientific reasoning --- primary education --- individual differences --- cognition --- assessment --- item features --- item difficulty --- abductive reasoning --- models --- modeling --- model construction --- model application --- modeling competence --- scientific inquiry --- science education --- chemistry --- teacher education --- argumentation --- reasoning --- justifications --- socioscientific issues --- societally denied science --- controversial science issues --- science communication --- nature of science --- preservice teachers --- longitudinal study --- cross-lagged panel --- explanations --- drawings --- earthquakes --- modelling competence --- chemical education --- epistemic cognition --- science discussions --- Quality Talk --- professional knowledge --- scientific reasoning skills --- self-efficacy --- students’ difficulties --- diagnostic competencies --- anomalous data --- balance of nature metaphor --- science teacher education --- pre-service teachers --- person-centered statistical analyses --- latent class analysis --- biological reasoning --- three-tiered assessment --- Assessment of Biological Reasoning --- data reasoning --- statistics education --- numerical cognition --- cognitive development --- number sense --- n/a --- models and modeling --- philosophy of science --- students' difficulties