Literaturnachweis - Detailanzeige
| Autor/inn/en | Allen, K. Eileen; und weitere |
|---|---|
| Titel | Early Math Experiences and the Facilitative Adult. |
| Quelle | (1979), (33 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Stellungnahme; Tagungsbericht; Day Care; Discovery Learning; Educational Games; Guidelines; Learning Readiness; Mathematics Curriculum; Mathematics Instruction; Preschool Education; Young Children |
| Abstract | These three colloqium papers focus on math readiness and the young child, the use of games in teaching basic math skills, and the teaching of math concepts through informal day care activities. The first paper discusses notions about math readiness. It points out that mental age has little to do with readiness to learn basic concept skills and that it is now widely accepted that infants as young as 6 to 8 months of age recognize and operate on basic math principles. Educators in the Froebel tradition recognized this fact and incorporated two of Froebel's basic tenets as the foundation of discovery learning activities. These tenets state that: (1) young children learn best through play, where motivation is high and curiosity prevails, and (2) young children need a predominance of first-hand experiences with concrete, three dimensional materials which allow them to explore, experiment and transform materials. The second paper provides guidelines for the selection and use of games involving basic math skills for young children, and explains procedures of adding, subtracting, multiplying and dividing with Cuisenaire rods. The third paper describes the background, classroom structure, and classroom activities of the Hilltop Child Development Center at the University of Kansas. Math concepts introduced to various age groups at the center are also discussed. (Author/SS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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