Contains 270 cards, positive arithmetic, and the back is the answer. The card size is 86mm*52mm, and the surface of the card has a film that can be effectively waterproof and can increase the service life. It is convenient for parents to educate children early.
How do young children learn math?
How does children learn math? This question is simple and complicated. The simple reason is that they learned the number almost inadvertently. Although the beginning is a random number, gradually, they remember the correct order, and can understand the actual meaning of the number, do simple addition and subtraction... This seems to be a matter of course. However, this is an amazing achievement for young children. In fact, the mathematical concept of young children has gone through a long process from the germination to the initial formation. And this is due to the characteristics of mathematical knowledge itself.
Characteristics of mathematical knowledge
As explained earlier, mathematics is an abstraction of reality. 1,2,3,4...and the numbers, It is by no means the name of something specific, but a unique symbolic system created by mankind. As E Cassirer puts it, “Mathematics is a universal symbolic language... it has nothing to do with the description of things but only with the general expression of relationships”. In other words, numbers are abstractions of the relationship between things.
The essence of mathematical knowledge is a highly abstract logical knowledge.
1. Mathematical knowledge is a kind of logical knowledge
What mathematics knowledge reflects is not the characteristics or attributes of the objective things themselves, but the relationship between things.
When we say. When the number of oranges is "5", you can't see the attribute "5" from any of the oranges, because the quantity attribute of "5" does not exist in any orange, but exists in In the mutual relationship, all the oranges constitute a whole number of "5". We need to get the total number of oranges by the number of points, we need to coordinate various relationships. It can be said that the concept of number is obtained for various relationships. The result of coordination.
Therefore, children's mastery of mathematics is not as simple as remembering a person's name. In fact, it is a kind of acquisition of logical knowledge. According to Piaget's distinction, there are three different types of knowledge: physical knowledge, logical mathematical knowledge, and social knowledge. The so-called social knowledge is the knowledge gained by relying on social transmission. In mathematics, the names, readings, and writing of numbers all belong to social knowledge, and they all depend on the teaching of teachers. Without the teaching of teachers, children themselves cannot find this knowledge. Both physical knowledge and logical mathematical knowledge are obtained through the interaction of children themselves and objects, and there is a difference between these two types of knowledge. Physical knowledge is knowledge about the nature of things, such as the size, color, and sweetness of oranges. To get this knowledge, children can find it by acting directly on the object (look at it, taste it).
Therefore, physical knowledge comes from the direct abstraction of the thing itself, which Piaget calls "simple abstraction." Logical and mathematical knowledge is different. It is not knowledge about the nature of the thing itself, and therefore cannot be directly obtained through individual actions. It relies on the coordination between the series of actions that act on the object, and the abstraction of the coordination of such actions, which Piaget calls "reflective abstraction." Reflecting abstraction reflects not the nature of the thing itself, but the relationship between things. If the number of oranges in the children's mastery is “5”, the quantitative relationship between the oranges is abstracted. It has nothing to do with the size, color, sweet and sour of these oranges, and it has nothing to do with their arrangement: whether it is horizontal or vertical. Rows, or in a circle, they are all five. Children's acquisition of this knowledge is not through direct perception, but through the coordination of a series of actions, specifically the "point" action and "number"
Coordination between actions. First of all, he must make the action of the hand point correspond to the action of the number of mouths. The second is the coordination of the order. Finally, he has to put all the actions together to get the total number of objects.
In short, the logic of mathematical knowledge determines that children's learning of mathematical knowledge is not a simple process of memory, but a process of logical thinking. It must rely on the coordination of various logical relationships, which is an abstraction of reflection.