Someone asked:
How to start math before school? How to grasp the key points?
Can the child count from 0 to 100?
Why?
Knowing numbers can only be regarded as an ability in the enlightenment, and the mathematical enlightenment before school age is not a competition in which children can count from 1 to 10, or from 1 to 100, but whether they have really used the numbers.
From the overall point of view, among the mathematical abilities that preschool must master, counting is only one of them, and there are five major abilities of space, equation, law, and measurement
From the "global" and then "deep", otherwise it is easy to become "three minutes of heat", toss yourself and your children, and learn to count from 0 to 100 and finish.
You can do this
1. Count
Although it is called counting, in fact, it is more accurate to say that the "number sense" thinking is cultivated
Can read out the numbers, this is the number of songs.
Advanced Version: Counting along, you can also count backwards.
And the sense of numbers does not stop here, there are many living things to learn and use. The simplest is that you can correspond to the objects one by one, and understand that the last number that is counted is the total number (cardinality) of the group of items.
The second step is to understand ordinal numbers, that is, the concepts of "first, second".
Advanced ability is very proficient in understanding the number before and after a certain number, and can jump the number according to certain rules (such as every 5, every 10 number).
At this time, for objects within 10, you can directly say how much at a glance, and you no longer need to count them one by one.
2. Space
Spatial relationships have two key concepts: graphics and space.
The first step is to understand graphics, which can recognize most of the common 2D graphics.
The second step is to classify large and small shapes, which shows that the child has built an understanding of the properties of the shape.
The third step is to be able to describe the graph.
Share a conversation I had with Little D:
What is it?
triangle?
Why a triangle?
Because it's pointed
Little D's answer shows that she does not really have a solid grasp of the concept of triangles.
So following her answer, I can provide the following graphics and continue to ask: Are these triangles?
Why not a triangle? Oh, it turns out that not all pointed ones are triangles, and triangles need to have three sides and three corners.
When they can really grasp the 2D flat shape requirements mentioned above, then they can try to introduce stereoscopic 3D graphics.
The easiest way is to give your child a triangle and a cube, ask him, what's the difference? The learning style is similar to the 2D learning shared above.
The second concept of spatial relations is space, the first step is to understand the direction of the word, the common ones are "inside, outside, front, back, below, above". Most children will be a little slower to master "left and right".
The second step is to use the directional word, which is initially demonstrated on yourself, such as "put your hand on your head", and slowly you can place other objects, such as "put the bear behind the TV".
Finally, there is the ability to transform space, that is, instead of using specific objects, you can complete the appearance of a certain shape transfer in your mind.
This is the cultivation of the highest level of spatial ability in preschool.
Puzzles, some tangram-like puzzles, Rubik's cubes toys can be a good exercise in this aspect of the ability.
If you observe, you will find that many children play tangrams at the beginning of the "trial and error" method, that is, they put it here and there aimlessly, which actually means that they have not yet established a spatial conversion.
Slowly begin to touch the doorway, this arbitrariness will be reduced, which shows that they began to carry out "spatial transformation" in the brain.
3. Equation
It is estimated that everyone's first reaction is to teach calculation. In fact, it is not, the preschool "equation" enlightenment is to be able to understand the meaning behind the equation.
The first step is to learn to compare, 5 to 4, is it big or small? I have 3 sugars, you have 2 sugars, who has more sugar?
The second step is to introduce the early enlightenment of addition and subtraction, you have 2 sugars, your mother gives you another 1, you have a few.
The final step is to turn these plus-minus games into equation formulas.
Let the child understand the meaning of these operator symbols such as "+、-、 =", which is the meaning of "give more to you", "take away", "and total" in our daily conversations.
With these as the basis, it is the next addition and subtraction within 10. But there is absolutely no need for "super-program" to require children to continue to practice and learn.
No matter how fast the computing power is, the future will not be able to spell artificial intelligence, but how to disassemble equations and how to calculate formulas is the embodiment of mathematical thinking.
For example, "10 methods". How much does 6+8 equal?
How much does 6 need to equal 10?
4
8 Remove 4, how much is left?
So yes, 10 plus 4 equals 14
These rough looks feel very slow, but these are the real mathematical thinking at work, and you can also see that in this process, the ability to "count" that laid the foundation before is reflected.
4. Regularity
This means that a sequence is repeated over and over again according to certain rules.
The first step is based on the physical object, the simplest is the ABAB law. For example, "red yellow red yellow red yellow". At first, the child just needs to recognize that this is the law.
Then you can predict the law, such as giving "red yellow red yellow", you can know that the next is also "red and yellow".
Finally, you can create new sequences yourself, such as "grape apple grape apple".
The second step is complex laws, such as AABAAB, ABAABA, and similar to this, it can also be carried out according to the above.
Then there needs to be some extension, not just the color, not just the object, but also the language, the action, and the number.
In general, numbers are the most difficult, because they are the most abstract, so the more solid the foundation of the previous laws, the better.
The law of numbers can also be entered from simple at the beginning, such as "11223344", and then gradually transition to more difficult ones, such as "2468", "5, 10, 15" and so on.
5. Measurement
Early measurements do not require the use of measurement tools, but more about the understanding and application of data, and these three problems need to be solved.
First, understand that quantity refers to relationships, such as a table as long as three cars, but as long as five blocks.
Second, understand the concept of "fair comparison", such as me and dad who are tall, everyone must stand on the ground to compare, can not be me standing on the table and dad comparison, this is the future concept of the starting point of data.
Third, understand the concept of "relative", for example, the "three cars" and "five blocks" of the table, although the numbers are different, they are the same length, but the number is different.
The measurement emphasized here is not whether it will be measured or not, but the real key is these thinking processes.