My baby learned enlightenment late, and I only started thinking about it last year. At that time, I felt that math and Chinese were my mother's strengths at school, and I had the foundation of being a tutor, so I taught him not to play. As a result, I was defeated.

First of all, I have never forced my baby to study. I am always ready to teach. I am interested in studying, but I am not interested in dropping out of school. So the children have been studying intermittently, and I don't care. But it took a long time to find that the child's progress was particularly slow. One year later, the addition and subtraction within 10 still need to count fingers, and there are no more than 20 Chinese characters. For example, 2+4=6. Count your fingers the first time and count your fingers the second time. . . . . . I still want the nth finger. He never seems to remember the concept of 2+4=6. We have practiced teaching AIDS, taught objects, counted sticks and monkeys, but we can't remember them. I think, is it too few times?

I signed up for Moby's math class, which is our first formal study course. The children are very serious and interested in class. Moby's course focuses on explaining some mathematical thinking, which I like very much, so I don't mind counting my fingers when calculating 2+4. I always feel that he may have more contact.

In the second class, Moby made a small abacus, which is a little different from the abacus we use every day, that is, there are five beads on each stick, both in the upper and lower rows. Teacher Lin often reminds me to go home and practice abacus, and I don't care much. One is that I have limited time to face my children, and I am a little overwhelmed. In addition, it is also the most important point. My baby is a bit stubborn and doesn't like to do homework. In Moby, I have to do homework with him several times a week, not to mention the abacus that I think is dispensable.

Teacher Lin explained the decomposition of numbers in a class, that is, 6 can be divided by 5 and 1, 4 and 2, 3 and 3. In this way, the child doesn't accept it. It's difficult to go home to do the problem, but it can still be done. It's just that for him, the decomposition of numbers is a bit difficult, so every time he does the problem, he has to spend two days completing an assignment, repeatedly trying to escape, or even directly escaping. ! !

Last week, Mr. Lin said after class that the children should go home and practice "dialing 6", that is, dialing 6 beads and 6 beads, and each time they dial, they will be given a small seal next week. I still don't care much about the abacus, but I think this small seal may be a little attractive to children.

We have classes on weekends until Friday, and I happen to be free at night. I took out my abacus and lured my son to practice with a small seal. After careful consideration, my son finally thought that this "business" could be done and decided to dial the abacus. Before we started, I really just thought it was an abacus for hands-on training. I didn't realize that this is the best way to practice number decomposition until the baby dialed up. Practice is the linkage of "6" required by teacher Lin. Every five beads are strung together, representing "5 and 1, 4 and 2, 3 and 3, 2 and 4, 1 and 5". The son chanted and dialed: "5+ 1, 4+2, 3+3, 2+4, 1+5". In this process, I have not spoken. From the beginning, the first time was very slow. If he thinks it over before dialing, the next line will be dialed in 35 seconds at the earliest, which makes rapid progress. . . . . . I am so happy that I can't describe it. My son called 15 times that night! !

Originally, I impulsively posted on edu to celebrate that night, but my mother was too lazy. . . . . . I sincerely thank Mr. Lin for a little homework, which has brought a very strong learning effect. Thank you very much

By the way: can you make another small suggestion? Can the small seal of Moby's exercise book count? Let the baby do his homework. People say that the small seal on the exercise book doesn't count and can't be changed, so there is no need to write it. . . . . .