“No, 1+1 is not 2, but 1 as shown by a Collapsing V-Sign” said the Children in their Declaration of Independence.
The 4th UN Sustainable Development Goal wants to ensure that all youth and most adults achieve literacy and numeracy.
This makes education a core institution meant to ‘teach learners something’.
But an institution must choose between different views on teaching and learning, and on what to master first, the outside goal or an inside means, Many or math.
These choices are discussed by the three grand theories, philosophy and sociology and psychology.
When adapting to Many in time and space before school children use their innate number-sense to develop bundle-numbers with units like two 3s.
The educational choice then is: shall existence precede essence, or shall essence be allowed to colonize existence with a ‘no-unit regime’?
Will children stay numerate if their own 2D bundle-numbers with units are left uncolonized instead of being colonized by the institutionalized 1D line-numbers without units?
The children may think so and formulate their own declaration of independence inspired by the parallel American one.