1. Develop good mathematical language skills
Mathematical language refers to the language that uses mathematical concepts and terms to express the relationship between number and number, number and shape. Mathematical language is scientific, logical, universal and very concise. For a long time, because of ignoring the primary education of mathematics language in early childhood, the children who just entered school are not suitable for the study of primary mathematics. They can't use quantifiers properly. "An airplane" and "a chicken" are often called "an airplane" and "a chicken", which are not concise, but also accompanied by many descriptive languages unrelated to quantitative relations. "A tree" is called "a boss" for short. Parents should combine counting things, speaking with pictures and some things encountered in daily life to cultivate their children's ability to express things in mathematical language. When teaching children to express things in mathematical language, we should follow the principles of from shallow to deep, from easy to difficult and step by step.
Examples of consultation:
(1) refers to an object or group, and it is a sentence with quantity. It is required to speak concisely and use quantifiers correctly.
(1) refers to the object of speech.
Mom: Xiao Ming, bring your toys and study tools. Will mom play with you?
Xiao Ming: OK! Xiaoming brought school tools and toys, such as cars, pencils, puppy blocks, airplanes, dolls, lotus spray, frogs and rulers. )
Mom: (pointing to the car) What is this?
Xiaoming: This is a car.
Mom: How many cars are these?
Xiaoming: This is a car.
Mom: Xiaoming is driving. In order to buy school supplies, he bought a ruler, a pencil and a picture book. On his way home, he met a little frog and a puppy. They need a ride home, and then they buy a doll in a toy store. Xiaoming really gained a lot. He went home happily. Xiao Ming, can you talk while playing like your mother?
Xiao Ming: Yes! (Xiaoming learns to speak) Xiaoming is driving (mom corrects: a car). Xiaoming drives a car to buy school supplies. He bought a ruler and a pencil (mom corrected: a pencil) ... Xiaoming also saw a plane flying in the sky (mom corrected: a plane). Xiaoming was thirsty on the road, bought a big apple to eat, and then went home happily.
Mom: Xiaoming is so clever. He is better than his mother. Mother learns from Xiaoming.
Mom: Xiao Ming, bring the photos. Mom will test you. If you answer all the questions correctly, mom will reward you with a beautiful pencil box.
Xiao Ming: (Bring all the pictures) Go ahead, Mom! Mom: How many cars are these?
Xiaoming: This is a car.
Mom: How many warships are these?
Xiaoming: This is a warship.
Mom: (pointing to a pine tree) This is …
Xiaoming: This is a pine tree.
Mom: That's good. Can you point to the object and say it yourself?
Xiao Ming: Yes. This is a pencil. A table, a chair, a pair of trousers, a cigarette, a flower, a building block, a rooster, a fish, a teacher, a picture, a knife, ....
Mom: Xiaoming speaks very well. I'll give you this pencil box award.
This theory of reference contains a quantitative sentence, which is very helpful for children to use quantifiers correctly and express quantitative relations in concise language in the future.
(2) refers to a group containing several words.
Mom: Xiaoming pointed to an object yesterday and said it very well. He was rewarded by his mother. His mother took out a lot of things today. Can you say something? You're right. You can still win the prize.
Xiao Ming: OK!
Mom: (takes out a picture of three hens) How many hens are there in the picture?
Xiaoming: There are three hens in the picture.
Mom: That's right. (Take the child out of the picture) Count carefully. How many children are there in the picture?
Xiaoming: There are six children in the picture.
Mom: OK. Take out three pictures and show them to Xiao Ming one by one. Can you tell me what objects are drawn on each picture and how many are there?
Xiao Ming: (Look carefully one by one) The first picture has four horses, the second picture has two cars, and the third picture has 10 candy.
Mom: Xiaoming is great. How do you know about horses?
Xiaoming: In kindergarten, the teacher told the story of "a pony crossing a river". The teacher said that the old horse gave birth to a pony, and the old horse taught the pony to learn technology and carry a bag of wheat. ...
Mom: Xiao Ming, guess what mom gave you today?
Xiaoming: (thinking for a moment) My mother gave me a new schoolbag.
Mom: Xiaoming guessed right. Mom will give you a new schoolbag. (on Xiaoming's back) Xiaoming is really proud. In two months, Xiao Ming will become a pupil.
Xiao Ming smiled happily.
(2) Teach children some terms.
When children can use some quantifier terms correctly, teach some commonly used mathematical terms. If you give Xiaoming a piece of candy, you can ask him, "How many pieces of candy did Mom give you?" The child replied, "Mom gave velvet 1 candy." He took out another piece and said, "Mom will give it to you again 1. How many sweets do you have? " Let the child say that adding 1 yuan * * * is 2 pieces of sugar. "Addition" and "one * * *" are commonly used terms in mathematics, which mean "addition" and "combination". For example, take out two building blocks. Ask the child: "How many building blocks does mom have?" Answer: "Mom has two building blocks in her hand." Take one of the two blocks and say, "Mom used to have two blocks in her hand, but now she's' subtracted' 1. How many blocks are left?" Let the children say 1 minus, leaving 1. "Reduction" and "surplus" are also commonly used terms in mathematics. I have 1 left. Another example. Take out eight chopsticks, divide them into two pairs, watch the process and results, and let the children understand the meaning of "average score", which is also a common term in mathematics.
(3) Train children to look at objects or pictures and say three sentences with quantity (including unknown quantity). Especially to teach you to ask questions. The requirements of this kind of training are gradually improved. At first, parents can ask questions sentence by sentence for children to answer, and then transition to let children look at the picture and say three sentences.
Examples of consultation:
Mom: Xiaoming, shall we learn to do math problems today? Xiao Ming: OK.
Mom: (Take two pencils in your left hand and take them in your right hand! How many pencils are there in mom's left hand? How many pencils are there in your right hand?
Xiaoming: Mom has two pencils in her left hand and a 1 pencil in her right hand. Mom: How many pencils did you take with both hands?
Xiaoming: (looking at it) Mom took three pencils.
Mom: (chanting 1, 2, 3) That's right. Xiao Ming, can you say this math problem from the beginning?
Xiao Ming: Yes. Mother has two pencils in her left hand, 1 pencil in her right hand and three pencils in both hands.
Mom: Xiaoming said the first two sentences very well, but the last one was wrong. You said how many pencils you took with two hands. How can you work it out? The last sentence is: How many pencils did two hands take? That's right.
Xiao Ming: I see, Mom. Do you think I'm right to say it again? Mom has two pens in her left hand ... How many pencils are there in your two hands?
Mom: That's right! Xiaoming is really a good boy who loves to learn.
Let the children look at the pictures and say three sentences in succession.
Mom: How many deer are there in the picture? How many deer? How many deer are there?
Xiaoming: There are two big deer, three little deer and five deer in the picture.
Mom: Xiaoming, give mom a debut question again?
Xiaoming: This picture can still solve the problem. Mom, listen, I have a question. How many white monkeys are there? How many black monkeys? A * * * How many monkeys are there?
Mom: I can do this problem. There are three white monkeys, three black monkeys, and * * * Xiaoming:-1* * 6 monkeys. Mom thinks so slowly. There used to be six monkeys, and now there are six. It's totally unnecessary.
Mom: Yes! Xiao Ming's mind is really flexible.
Look at the picture and say three sentences, the purpose is to train children to express quantitative relations in mathematical language, not for calculation, so when compiling topics, the number of topics should not be too much, so as not to usurp the host's role. Such examples are numerous in daily life and children's activities. As long as parents pay attention to the things around them and pay attention to guidance, children will develop the habit of expressing quantitative relations in concise mathematical language for a long time.