Counting - Polished Presentation
The first number we learn is one, or identity. Then, we encounter zero or null. So when we want to count, it makes sense to take an empty set and put elements into it. We readily identify one. When we add another, we think we have come to two, because it is “not one.” But if we add yet another, we encounter a new consideration: what makes our “count” go from “two” to “three,” rather than continuing to be an exotic “not one?”