A few days ago, there was a mother in the group to share, and the child was doing a thinking exercise book. There is a problem. There is a sheep in the sheepfold, and another grey sheep comes. How many sheep are there in the sheepfold now? The child quickly listed the formula, 1+ 1=2.
But then there is another question: if the farmer brings back three new sheep and puts them in the sheepfold, and takes away another sheep, how many are left now? I didn't expect the child to be confused immediately. She explained it several times, but she was still at a loss.
She said that children are learning addition and subtraction, and they can't do such a simple problem. They are so anxious that they don't know if they can keep up with their study progress in the future.
Colleagues have also had this problem recently. His child is only two years old and can count from 1 to 100. But addition and subtraction are particularly slow, and occasionally counting will be skipped.
In fact, this kind of trouble is related to the wrong method of teaching children mathematics in the early stage. The more anxious you are, the less you know it, but it delays your learning ability.
In fact, it is not difficult to find that most of these children turn counting into jingles, just counting mechanically, and have no mathematical thinking at all. This is related to parents asking their children to learn mathematics with inherent thinking.
When you visit a family with children, you will always find that adults are teaching their children to count sentence by sentence, even adding and subtracting.
In fact, preschool children's thinking ability can't reach complicated calculation, and they need to repeat it repeatedly to correspond names, numbers and quantities, but they don't understand it in essence, so they won't change the topic.
Counting children before teaching age will really make them "stupid". Knowing the meaning of numbers won't make them mechanical. The most important thing is to establish mathematical thinking instead of memorizing formulas mechanically.
Counting is just a sequential memory, and I don't know the true meaning of numbers. Parents just ask their children to memorize numbers. As for how much this number is, how to correspond it, and how to deepen his memory, it is not clear.
Learning mathematics also needs a step-by-step process, and children will naturally have resistance in one step.
1-2 years old: a preliminary understanding of quantity from image things
For example, every time a child likes to eat cookies, he can give one piece first, then another piece, and count while eating.
For example, one biscuit and two biscuits, let the children wait patiently for one to finish, and then add the amount, so that the children will gradually know the change of the amount.
Especially 1.5-year-old babies should be guided by the food or things he is familiar with. You can also feed your baby bite by bite while eating, and count at the same time, but don't emphasize the total, because the child still doesn't understand.
When I am almost two years old, I will use unquantifiable mathematics to guide me. For example, the size, length, thickness, shape and quantity cannot exceed five, and the most basic ones are only three or five.
Only by laying a good foundation can we lay the foundation for real mathematical thinking in the future.
2-3 years old: unquantified mathematics
Parents are not advised to let children at this stage often sing numbers, and it will be better to use toys around him for preliminary guidance in mathematics.
For example, the little boy classifies the cars at home by size or color, and counts the number of big cars and cars. After the child is proficient, park the car in the parking lot with the number on it, and then park a few cars.
Girls practice with building blocks and dolls in similar ways.
If you see a bus sign in your life, you can also guide your child to write it down. His parents' mobile phone numbers let him memorize them in segments. All of the above are preliminary understandings of mathematics.
This is the real mathematics enlightenment, which makes children be influenced in a subtle way.
By the age of 3, children are generally really interested in numbers, but out of curiosity and adjustment stage, there will be deliberate mistakes and omissions, which is normal, indicating that children are adjusting their own state and deepening their cognition.
3-4 years old: Touchable Mathematics
Number, name and quantity must correspond to learning in order to form a systematic concept of number sense. For example, if you want children to understand 1, you need to have a digital card 1, an item that children like, and the numbers you say.
Generally speaking, 1-5 is a stage, and 6- 10 is a stage, so children should have a gradual process.
In Montessori education, teaching AIDS such as counting sticks, colored beads and spindle sticks are advocated, and the principle is that the three always correspond.
As for the study in 20 years, it should be divided into 1 1, 22, 33 stages ... 99, and then hundreds. As for addition, subtraction, multiplication and division, subtraction should be put at the end, because children don't like being deprived of things. Multiplication and division can only be learned by operating teaching AIDS. It's too difficult to recite, but also to recite the multiplication formula, which will make children resist.
Learning mathematics is an interesting process. The younger the child, the more mathematics should start from life and play. Parents should not be too utilitarian, otherwise the effect will be greatly reduced.