Math Enlightenment will count to 100 is not as good as playing 1-10

Mathematical enlightenment, first of all, everyone will think of the education of numbers, numbers are an abstract concept, children's cognition of numbers must be perceived and thought in specific situations.

Young children are born with the ability to perceive quantities, have a wealth of informal knowledge about quantities such as simple quantity comparisons, and substitute this ability into kindergarten learning, through teaching and experience related to quantity, young children begin to become familiar with numbers, and form psychological images about the association between numbers. The status of number sense in mathematical learning is like the position of phoneme consciousness in reading, in order to understand how to read, young children must understand how the phoneme tone forms discourse, the same mathematical learning, young children must understand the quantitative meaning of numbers and the difference between each other, in order to be more proficient in number operations and solve problems.

A few tips on how to cultivate a sense of numbers:

Start with a small number:

Recently, friends saw that I was doing early childhood activities and teaching aids design, especially interested, put my first few lectures on teaching aids, and then very formally told me that her baby will appear a little "childish", just asked "Lu, Xiaobao has been able to count to 100, and can quickly do some plus and minus oral calculations, the number of these activities and exercises involved is not more than 20, will it be too simple for him ..."

In fact, it is not the first friend to say so to me, in fact, it is also expected, many friends think that children can sing to a large number, but in fact, children have not yet understood the corresponding number, for example: before there were children who introduced their families, they would say that Grandma looked the same as Mom and Dad, the age may be 36 years old, but in fact, Grandma is very old, want to be 100 years old, Grandpa is older than Grandma, should have 1000 years old, she has 1000 candles on her birthday cake. Although this little story is funny, it actually reflects the development of children's sense of numbers.

In the process of enlightenment, it is recommended that everyone spend a lot of time to let young children experience a small number, such as 3, 5 or no more than 10 quantities, to ensure that they lay a solid foundation for subsequent large numbers of learning. For example, let the child understand that 2 elephants are much larger than 3 ants, but the number of 2 animals is the same.

Connect numbers to objects, actions, ideas, symbols:

In the process of mathematical enlightenment, it is necessary to be aware that children accumulate a large number of experiences in multiple representations of the number.

(I) Teaching aids and digital representations

When guiding children to recognize numbers, they can express the meaning of 5 through small blocks, cookies or circles, and children should understand the number 5 to represent the number. For example, give the child a card with the number "5", let the child find out any item corresponding to the number of numbers represented by the number "5", and then take out a picture with 5 circles, let the child find the same number of objects, once the meaning of "5" is truly understood, the child will associate the picture, the object and the teaching symbol.

(II) Sound and action representation: Through the number of sounds and movements, help young children perceive the concept of numbers through their eyes, ears, hands and feet, such as knocking "5" under the activity, and then asking how many knocks have just been made. For example, before the activity, let the child jump 5 times before starting the free activity.

(III) Language and gesture representation: When you bring your baby, there are often some numerical conversations: "Guo, tell me how many dogs are in front of you?" ”

“3”

"What are the 3?"

"3 dogs"

"Fantastic, there are 3 dogs, how do you know?"

"I count 1, 2, 3 like this," points to the dogs counting one by one.

"You just counted one by one, which is great, you can use other ways to indicate that there are 3 dogs here?"

The little guy reached out and broke out 3 fingers...

Questions like these stimulate young children to think mathematically, and to engage in mathematical discussions to develop complex thinking related to numbers.

Although objects, pictures, and symbols are very important in mathematical learning, they do not automatically produce mathematical understanding by themselves, and only language can highlight the mathematical meaning associated with manipulating materials, connecting objects, pictures, and mathematical symbols, and making these basic concepts and skills noticed by young children.

A small reminder: most parents think that children can say it is equivalent to understanding the corresponding things, based on this understanding, parents do not encourage young children to use natural and specific counting tools: fingers, using fingers to count or express the number is still not good, but from the perspective of cognitive science, learning the concept of numbers through fingers, hands, gestures is an important and effective way to promote children's learning and development of the number, encourage young children to use these ready-to-use tools to assist thinking, will improve their future mathematical learning efficiency.