Let them find that numbers and mathematics are everywhere, not only simple number symbols, but also boring calculation problems.
One day, I was talking with my children about school when I suddenly talked about what the math teacher said in class:
I know many of you have learned addition, subtraction, multiplication and division before, but please forget these and start learning again.
I totally agree with you on this point. If children learn too early before, they may have an advantage in a short time, but if they don't develop a serious learning attitude, they will lose more than they gain.
Although the child seems to be able to do math problems effortlessly now, it is not based on how many exercises he brushed before or how many problem-solving methods he learned in advance.
In retrospect, what kind of enlightenment is the best is to find opportunities for him to count (shǔ) and (sh ǖ).
If you want to be good at math, you need to have a sense of numbers.
The first chapter of primary school mathematics book is to know numbers, and the numbers in the book are abstract pictures and symbols.
The material that can be seen everywhere in daily life is the best opportunity to enlighten children.
It turns out that no matter whether you can find it or not, the numbers are all there, neither more nor less.
Know numbers with things you can see and touch.
The amount you can find in life-
Looking for it from people:
Two hands, five fingers, two feet and five toes.
There are two eyes, two ears and a mouth ...
Seeing and touching what you can find every day is the earliest enlightenment of numbers.
Find from others:
There are several people in the family, mom, dad and baby, three people. Plus grandparents or grandparents ***5 people.
Go out and play in the elevator. How many people are there in the elevator?
There are many children playing on the swings in the park. We have to wait in line. How many people are waiting in line?
After coming out of the park, we went to a nearby McDonald's for dinner. There are three people, mother, father and child. How many seats do we need to find?
Do you have a table for two? Do you have a table for four?
Looking for from the surrounding scenery:
There are many trees along the street in the park. How many trees are there at the intersection of this intersection?
What floor do we live on? How many times does it take to climb the stairs? What floor should I take the elevator to How many numbers will you encounter when you count up layer by layer?
What is our house number? What exactly does this number mean?
Does our building have a negative 1 floor? What does-1 or B 1 stand for?
Find from time and date:
What day is it today? What day is today?
What is the weather like today? The higher the degree, the hotter it is, or the lower it is?
What time is it now? Why did it become 13:00 14:00 in the afternoon?
How many hours are there in a day? How many minutes are there in an hour?
Understanding numbers with physical objects focuses on letting children see and touch things from the most basic point, which corresponds to the abstract number symbol 12345. ...
With the improvement of children's cognitive level, the contents of these objects can also change constantly, from big to small, from changeable to less.
It can be very common or very uncommon, and it can change with children's interest and acceptance.
Understand the number changes with pictures.
When reading picture books, in addition to discussing the plot of the story, children can also find more information related to the change of quantity in the pictures. Many picture books about mathematics enlightenment will hide the quantitative information in these pictures here.
Usually very popular building block toys, such as Lego blocks, wooden blocks, magnetic disks, etc., can also be used as teaching AIDS.
At the early stage of children's counting, by counting the toys in their hands step by step, how many layers have been covered and how many pieces are left, the most basic digital perception ability can be cultivated.
Montessori believes that "1 year and 10 months are the key periods for children to master the concept of elementary numbers; Two-and-a-half-year-old is a critical period for the development of children's counting ability; Three and a half years old is the beginning of simple operation; 5-6 years old is a critical period for children to master mathematical concepts, perform abstract operations and form comprehensive mathematical abilities.
At this stage, if parents can guide them in place, children will be more likely to like abstract thinking of mathematics, thus cultivating logical reasoning ability. "
Learn to use numbers in daily life.
Let's go back to our daily life. After we have been able to match numbers with numbers, we can train children to use them at ordinary times.
Go to the supermarket to buy things, and let the children count every time they check out. How many things did they buy?
If children are interested in shopping receipts, they can also count whether the numbers in the receipts on the shopping receipts are the same as the number of things we bought.
I usually play board games. When I walk in the grid, I will count how much I have walked. When I play dice, I count the points on the dice.
Let's look at a simulated life activity dialogue:
It's time to eat. Mother said to the baby: There are parents (grandparents) and the baby at home. How many people are eating? -children can count, a * * * has three or five.
Ask again: How many spoons does everyone need? -The corresponding number of children, one for each ***3. (The concept of one-to-one correspondence permeates here)
Mom asked the baby: Dad and I each want a pair of chopsticks. How many chopsticks are there in each pair?
The baby said: two for each pair.
Mom said: Every pair of chopsticks here has a different pattern. Which two are just a couple?
Children can classify themselves, and mothers help or prompt their babies to match chopsticks with different patterns or materials.
Continue to play can also ask, how many is a * * *?
One * * * four.
If you give your baby a pair, how many can you have?
Count two more and make three pairs, one * * * six.
Three people eat and prepare three bowls of rice. A * * *, how many courses are there?
Which is more, four dishes or three bowls of rice?
There are many dishes (through one-to-one correspondence, children can understand who has more and who has less, which is the basis of quantity comparison)
The above is a very simple life scene. With a little detail, we can see how the mathematical enlightenment is integrated into it.
If we change the size of numbers according to children's situation, or increase the types of items and use different themes, such as toys, fruits, etc., there will be many changes.
Learn to use numbers to express.
The symbol of a number is actually one thing, two things and three visible things ... The corresponding number is 123. ...
Understand the relationship between the sign and quantity of numbers.
There are several things that can be calculated orally, which can indicate what the number you see represents.
Encourage children to represent numbers with their fingers from the beginning.
I remember when children first learned numbers, adults used to reach out and use their thumbs and little fingers to represent the number 6.
We seem to be used to the gesture of 6.
But once I accompanied my child to an early education class, and the teacher in the class also let the child know the number 6, but he used five fingers and then used one 1 with his other hand to make up 6. At the beginning of a child, don't rush to explain numbers with inherent known symbols, but let him honestly perceive the true colors of numbers and corresponding numbers.
My finger contains these numbers 10. If I can explain this correspondence clearly, it will be enough for a child over four years old.
In the dimension of number sense, use these four aspects to master the most basic knowledge.
Then we can expand more fields about numbers, sizes and numbers.
When children can successfully count from one to 10, or have understood the concept of a larger number above 10. At this time, don't rush him to count the big numbers, but slowly think about why ten is more than one, five is more than two, and how much more?
1 How much less than 2?
Can you count forward from 1 to 10 and backward from 10?
I learned the size of the number, and it also corresponds to the fact that the number is more or less in accordance with this law. At the same time, I carefully observe the changes of numbers and feel the difference between superposition and reduction of numbers. Further expansion can make him understand a law of conservation of quantity.
The size of an object has nothing to do with numbers.
Capacity has nothing to do with mass and volume.
That sounds complicated. In fact, it is also one of the basic conditions for counting in mathematics learning in the future.
This kind of problem often appears in the mathematics topics of elementary school mathematics basic courses.
Look at the picture and count the corresponding numbers-
This kind of question seems simple, in fact, it is to examine whether children can carefully observe pictures and count basic skills.
In the initial enlightenment stage, parents don't have to worry about their children's computing ability and exercise their children's logical thinking mode in mathematics.
Let them find more interesting discoveries related to numbers, which is far more important than simply learning mathematics.
Perhaps when they grow up, their knowledge may be forgotten, but the problem-solving ability exercised by mathematics will always be the most precious wealth.