It’s odd, when you think about it, that mathematics ever got going. We have no innate genius for numbers. Drop five stones on the ground, and most of us will see five stones without counting. Six stones are a challenge. Presented with seven stones, we will have to start grouping, tallying and making patterns.
This is arithmetic, ‘a kind of “symbol knitting”’ according to the maths researcher and sometime teacher Paul Lockhart, whose Arithmetic explains how counting systems evolved to facilitate communication and trade, and ended up watering (by no very obvious route) the metaphysical gardens of mathematics.
Lockhart shamelessly (and successfully) supplements the archeological record with invented number systems of his own. His three fictitious early peoples have decided to group numbers differently: in fours, in fives, and in sevens. Now watch as they try to communicate. It’s a charming conceit.
Arithmetic is supposed to be easy, acquired through play and practice rather than through the kind of pseudo-theoretical ponderings that blighted my 1970s-era state education.
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