The construction of children's number concept is a long and complicated process, and it is also a continuous development process, including the development of counting ability, the development of knowing the sequence ability of numbers, the development of mastering the composition ability of numbers and the development of the conservation ability of numbers. Today, let's start with the development of counting ability. The development of children's concept of number begins with counting. Counting ability not only marks their understanding of the practical meaning of numbers, but also marks the initial development of children's concept of numbers. The development order of counting ability is: oral calculation, counting by things, saying the total number, and taking things by numbers.
1, oral calculation
Under the education of adults, children around the age of 2 can gradually learn the simplest numbers, such as "1", "2" and "3", but they often can't use numbers to represent the number of certain items; Children aged 3-4 can generally count from 1 to 10, but most of them recite these numbers like children's songs, which has the nature of a jingle. They still don't use "two" to mean there are two apples, "three" to mean there are three ducks, and so on. Children still don't understand the actual meaning of numbers.
The characteristics of children's mental arithmetic at this stage:
(1) Generally, children will only count down from 1, and it will not count if they are interrupted.
(2) Children generally don't count from any middle number, for example, they don't count from 3 and they don't count backwards, for example, from 10 to 1.
(3) In oral arithmetic, children often miss or repeat the number, such as counting to 3 and then counting to 5, 3 or even 3.
Many children after the age of 5 can count from any one in the middle, but they often make mistakes when they encounter carry, and often count from the beginning. For example, they can start counting from 3 or other numbers. It is easy to make mistakes when counting from 19, and sometimes they will continue counting from 10. Although oral arithmetic is the result of mechanical memory, it is of positive significance for children to understand the order of natural numbers.
Parents' introduction: Learn and write some interesting digital children's songs, such as: 12345, going up the mountain to shoot tigers and meeting little squirrels. How many squirrels are there? Let me count it again and again. 12345. Children count their fingers while talking, and associate abstract numbers with specific animals that children like. In this kind of unrestrained situation that children like, they quickly mastered the number of 1-5 and the order of numbers.
You can also count with your children, let parents count 1 and 2 first, and then let them count later. You can also show the corresponding hand index while counting, so that children can gradually become familiar with various counting methods.
2, according to the number of things
Children's object counting developed later than oral counting. 3-4-year-old children count physical objects, which is characterized by the fact that when counting more than five physical objects, their hands and mouths are often inconsistent, either pointing quickly or speaking slowly, or speaking slowly in Aauto, often missing or repeating the number. I often see children order one object twice, and sometimes one or several objects are not counted. The reasons for this phenomenon are as follows: first, children don't understand the practical meaning of the numbers "four" and "five", and when they don't know how to count objects, they must start with 1 and count them in sequence at the same time; Second, when counting things, you need the coordinated activities of multiple organs (hands, eyes, mouth, brain, etc.). ). Before the age of 5, children's hand movements do not correspond to the number of mouths because the cerebral cortex inhibits development, hand-eye coordination is inflexible and the number of mouths is unfamiliar. The number of children over 5 years old tends to be basically the same according to the number of objects and the number of mouths; Children over 6 years old basically have the ability to count things.
Parents introduce: the child's hand is "treasure", and ten fingers are the counters that the child carries with him. You can practice counting by counting and finger games. For example, parents can play the game of "Big Wolf" and "Little Rabbit" with their children, and tell stories at the same time, so that children can count how many "Little Rabbits" the "Big Wolf" has caught, so that children can unconsciously touch the numbers when playing games and listening to stories, and learn the main points hand-to-mouth consistently.
In addition, many living environments can guide children to discover the existence of counting. Bought fruits, small saplings and flowers in the community, small animals visited in the zoo, bowls, chopsticks and towels at home can all provide children with the opportunity to count.
Step 3 tell the total
To determine the total number of a group of objects, it is necessary to count, which is also the purpose of counting. The development of the total number of objects in a pile is later than the development of the ability to count objects, because it is necessary to understand on the basis of mastering the number of points that when counting the last object, the number in the mouth is the total number of objects in this pile, and the counted objects should be understood as a whole. Because children's understanding ability and generalization ability need to be cultivated, it takes a long time and can be mastered step by step through repeated practice. We often see that children aged 3-4 can count physical objects correctly, but they can't tell the total number of physical objects correctly. On the contrary, they can say a number at will, for example, the last point is 5, and when asked how many, they may say 6 or another number.
Parents' introduction: toys such as building blocks or beads bought at home can be used. Parents can arrange two toys with different colors or shapes in two rows from left to right, let children observe the number of each toy, compare whether there are the same number of objects in the two groups, and then add another one at the back of the next row of toys, so that children can clearly see a number and add 1 to form a new number, and then count one after the previous row.
4, according to the number of things
Taking things by numbers is the practical application of the concept of logarithm. Taking things by number first requires children to remember this number, and then take out the corresponding objects according to the number. Children aged 3-4 can only take out less than 5 objects by numbers, and children count more than the total number and things by numbers. 5-6-year-old children not only gradually expanded the range of counting, but also gradually improved the accuracy of counting, and basically took out the physical objects correctly according to the specified number.
Parents' introduction: Parents can play the game of "counting things" with their children on many occasions. For example, when eating candy, let the children divide the candy, first give two to the mother, and then let the children give three to the father. Parents can help their children finish it together, hold their children's hands, point to the candy and count to two in turn (when the children are not skilled, they can arrange the candy neatly first), and then put the two pieces of candy together and put them aside.
Parents can consciously create a "number" environment for their children, so that in a suitable environment, children can see, listen, touch, operate, practice and explore more through practical operation and exploration, and their children will have a strong interest in mathematics and their counting ability will be improved.