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AbstractTo master the natural number system, children must understand both the concepts that number words capture and the counting procedure by which they are applied. These two types of knowledge develop in childhood, but their connection is poorly understood. Here we explore the relationship between the mastery of counting and the mastery of exact numerical equality (one central aspect of natural number) in the Tsimane', a farming‐foraging group whose children master counting at a delayed age and with higher variability than do children in industrialized societies. By taking advantage of this variation, we can better understand how counting and exact equality relate to each other, while controlling for age and education. We find that the Tsimane' come to understand exact equality at later and variable ages. This understanding correlates with their mastery of number words and counting, controlling for age and education. However, some children who have mastered counting lack an understanding of exact equality, and some children who have not mastered counting have achieved this understanding. These results suggest that understanding of counting and of natural number concepts are at least partially distinct achievements, and that both draw on inputs and resources whose distribution and availability differ across cultures.

Following modernity's founding dream of human mastery over the natural world, scientific discoveries produced a picture of an infinite, random, and indifferent universe, thus paradoxically revealing the utter insignificance of the "master/dreamer." Recently, the convergence of a number of extreme technoscientific projects—AI, Nanotechnology, Life Extension—has activated science-based cosmological visions in which humans and their "intelligence" are given a central purpose in the unfolding of the universe. The movement formed around the event-horizon of the Singularity is the most well-known version of these re-enchantment cosmologies. Yet this re-enchantment only serves as a prelude to an obsolescence: humans are here to give rise to other, better minds, a prospect that makes Singularitarians restless with both fear and exhilaration.

Abstract
This article starts with the observation that growth-oriented, techno-futurist narratives are predominant in climate change videogames. It then accounts for the lack of variety by arguing that these videogames are privileged expressions of premediation. Premediation cultivates a multiplicity of future scenarios, while at the same time delimiting them to suit presentist concerns, evoking a sense of inevitability and predictability strengthened by repetition. The iterative, branching temporality at work in this logic is deeply ingrained in videogames, as the trope of mastery through repetition and its analysis requires attentiveness to the affective dimensions of gameplay. If videogames are to engage with the climate crisis more productively, they must develop different temporalities in which the potentiality of the future is preserved. In this article, I analyse the games Fate of the World and The Stillness of the Wind to demonstrate how videogames premediate climate change and how they can explore other temporalities latent in the present.

As one of the mathematics objects, the basic facts of mathematics are the primary material that students must master. The facts of addition and subtraction should have been taught in the first level and mastered by the end of the second level. The multiplication and division facts should have been taught at the third level and could be mastered at the fourth level. The primary fact mastery phase consists of a counting phase, a reasoning phase, and a mastering/advanced phase. Mathematics as science should also be accepted by all students regardless of their characteristics, background, or physical needs. They must have the opportunity to learn and be supported to learn mathematics, one of which is a child with special needs slow learner. This research aims to describe the mastery of basic math facts in slow learner children. This is qualitative research, with research subjects totaling three slow learner students of Melana Junior Hight School, Semarang. Subjects are selected by purposive sampling. Data are collected through tests. Time triangulation is used for data validation. Data collection is carried out three times with a gap of 2-3 weeks. The data analysis technique in this research is data reduction, data presentation, and concluding. The research results conclude that the slow learner children are not yet proficient in mastering the basic facts of mathematics. There are slow learner children who can reach the reasoning stage in mastering basic facts, but more are still in the counting stage. Slow learner children who have good basic fact skills have better grades in mathematics. The addition facts are the most effortless facts to master, while the division facts are the most difficult facts to master. Some students can master multiplication facts better than subtraction facts, but some can master subtraction facts more than multiplication facts.