Which one of the following alternatives best characterizes a central conceptual structure view of children's mathematical development?
a. Children don't acquire a true understanding of the nature of numbers until they learn how to add and subtract.
b. Even in infancy, children's understanding of quantity has a somewhat abstract quality to it.
c. Children acquire a multidimensional understanding of numbers that integrates earlier, separate understandings of quantity, numerals, and counting.
d. Children have a biologically built-in mechanism that enables them to recognize quantity even in infancy; at around puberty, the rise in certain hormones activates new mathematical capabilities in this mechanism.
C
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