After missing this "sensitive period of mathematics", some people are afraid of mathematics all their lives and have a headache when it comes to mathematics.
Myth 1: Mathematics equals arithmetic.
One of the misunderstandings in training is the misunderstanding of learning content. The main contents of children's mathematics should include: helping children understand the concept of numbers, knowing simple geometric shapes, learning the spatial and temporal relations of things, and some simple mathematical operation skills (such as natural measurement). These aspects are very important and indispensable. While developing children's logical thinking, they should also develop their observation, attention, memory and spatial imagination.
The second misunderstanding of training: mechanical training, memory formula
The second misunderstanding of training lies in the misunderstanding of learning methods. These trainings can see obvious effects in a short time, and children can really master some specific mathematical knowledge on the surface. But his thinking structure has not changed, that is to say, the child has not been substantially developed. The most effective way for children to learn mathematics is to learn by operating materials. Piaget once said that mathematics begins with the movements of objects, and parents must present abstract mathematical knowledge to their children with materials to make them easy to understand and master. Therefore, hands-on operation is an important way of children's mathematical thinking.
In view of these misunderstandings, parents should start to cultivate children's mathematical thinking from the following aspects.
1, use mathematics in life to stimulate children's intrinsic learning motivation.
Children's intrinsic learning motivation comes from their interests and needs. Therefore, if children are interested in something, or have doubts, we should guide them to learn actively, consciously create problem scenarios, and guide them to think, guess, discuss and practice, thus stimulating their inner learning motivation, making them feel the importance and interest of learning from each other, and making them more active in mathematics learning.
2. Grasp the sensitive period of mathematics and develop mathematical thinking step by step.
Montessori deeply understands the human learning process, from simple to complex, from concrete to abstract; Therefore, in the face of the purely abstract concept of "mathematics", the only way to make children feel relaxed is to start with concrete and simple objects. Through sensory training, children can learn the abstract understanding of "number" from the actual experience of "quantity" through the contact between physical objects and Montessori teaching AIDS. From less to more, enter the calculation of addition, subtraction, multiplication and division, and gradually cultivate children's mathematical mind and analytical and integrated logical concepts. Let children know how many and how many objects, how big and how small, naturally associate with the relationship between concrete and abstract.
3. Choose the operation materials skillfully, guide children to operate and develop mathematical thinking.
Mathematical thinking is produced by interaction with matter in activities. Therefore, in family mathematics activities, the enthusiasm of children's thinking should be considered when selecting materials to prevent arithmetic activities from becoming a mere formality. Parents can provide diversified, multi-level and multi-functional activity materials for children to choose freely, and ensure the time for children to actively operate and explore. Inspired by parents, let children operate with problems and learn and explore at their own level. This not only improves children's ability, but also gives full play to their subjectivity.
Montessori mathematics adopts the game mode of material operation, provides a large number of operational materials, and gives the situation, tasks, gameplay and rules. Children can complete the game process by manipulating materials. With the support and guidance of parents, children can actively construct their own experience and knowledge and form their own cognitive structure and thinking system.
Such as sorting, give the child three long sticks of different lengths and let him line up. Observe that children may line up horizontally or vertically. Don't be too busy correcting him yet. Because children have the ability to compare and judge the order of long sticks, they just don't know how to arrange them correctly. Parents can constantly try different arrangement methods with their children to help guide them to get the correct sorting form, such as sorting by length and sorting by height. When the child has mastered the above rankings, you can also give him two more long sticks to rearrange them. On the basis of children's existing sorting experience, help children sort out the method of aligning one end with the comparison length and the method of comparing the height with the horizon as the standard line, so that children can gain perceptual experience about sorting.
If children are asked to "classify" graphics, parents should first show two graphics with different colors and the same shape and two graphics with the same color and different shapes, and let children compare them to help them understand the meaning of "the same" and find out the different characteristics of these graphics. On this basis, parents give their children a set of graphics to guide them to classify independently from different angles such as shape, color and size. In this way, children can gain perceptual experience about classification through their own operations and promote the development of mathematical thinking.
These operating materials are realized through children's various senses, which not only improve children's various senses, but also correspondingly improve children's interest and understanding of mathematics, and at the same time develop children's mathematical thinking in activities.