Mathematics for young children | The necessary mathematical thinking skills for 3-6 years old can be mastered in parent-child games!

After dinner the day before yesterday, my teammates and I took our daughter and puppy out for a walk. When we passed the bridge, we found someone fishing under the bridge with a glowing float. I asked my daughter: \”Look at these three fish bobbers. If every two fish bobbers are connected with a line, what shape would they be?\” My daughter almost didn\’t pause and said very definitely: \”It\’s a triangle.\” . I was quite surprised, I didn\’t expect her to answer so quickly and accurately. This shows at least two things. First, she has a certain understanding ability and understands my question; second, she already has a certain sense of space. After realizing this, I was quite happy as an old mother. After all, I had hardly done any mathematics enlightenment before. Therefore, for us, using the connection between young and primary school is the best time window to check for leaks and fill them up. In previous articles, we have talked about word recognition, reading, retelling, and social interaction. Today we will talk about mathematics in the transition from early childhood to primary school. 1 Compare the guide to check for omissions and fill in the vacancies. Compare the \”Learning and Development Guide for 3-6 Years Old Children\” to check for omissions and fill in the vacancies. What we need to do further with our daughter now is: · Preliminarily perceive the usefulness and interest of mathematics in life. Use shapes to describe things and perceive things in life. Mathematics · Perceive and understand numbers, quantities and quantitative relationships. Understand addition and subtraction in practice. Organize objects according to their characteristics. Understand that quantity will not change due to different arrangement forms and spatial positions. Experience different allocation methods. Participate in calculation and payment when shopping. · Perceive the relationship between shapes and space. Language prompts or schematic diagrams. Pick and place objects. Experience the transition between graphics. The \”Looking for Treasures\” Game 2 implements the above three items from the four major directions into specific mathematical thinking enlightenment. From \”number, quantity and their The work is carried out in four general directions: \”relationship\”, \”spatial relationship\”, \”law\” and \”measurement and evaluation\”. Specifically: 1. Numbers, quantities and their relationships·Physical object cognition – Correspond numbers to physical objects, especially understanding large numbers such as “ten thousand” and “hundred thousand”, allowing children to intuitively see how big they are (beads, counting sticks) ) – Basics of digits (counters, “stamps”; 10 1s are 10, 10 10s are 100, 10 100s are 1000, 10 1000s are 10000…) · Jump grid game (number line method) – Counting forward and counting backwards (jumping from 0 to 10, and then jumping from 10 to 0) – ordinal numbers and cardinal numbers (what and how many, visually displayed with a number axis) – splitting of numbers within 10 (mom jumps 3 spaces, baby jumps 2 squares, the total is 5 squares) – Carry addition and subtraction: make ten (8+7=?, first jump through 8 squares, and then jump to the number of squares that can be combined with 8 to “make ten”, children with a certain foundation, know I want to jump 2 squares, so I split 7 into 2 and 5. After \”rounding up ten\”, there are still 5 left, so (8+2)+5=15) – Understand \”full ten to one\” from playing (draw a number line, 8 +7=? Mark 8 and 10 more clearly, and ask the children what is the number 7 squares ahead of 8?…) – Negative number (what is on the other side of “0”) –Decimals (0.1 is a number between 0 and 1) – Feel the infinity of numbers (the number axis is a ray that can extend to infinity) – Understand the meaning of “0” (it is the starting point of all measurements) · Combination of numbers and shapes: – Understand the role of mathematics in Applications in life (Fibonacci Sequence – Rabbit Breeding Chart) – Use geometric figures to understand fractions (a semicircle is 1/2 of a circle) – Ratio (concept of equations; use “quail eggs are smaller than chicken eggs, goose eggs are smaller than chicken eggs”) The question \”Which one is bigger, goose egg or quail egg?\” can replace \”AB, which one is bigger, A or C\”) 2. Spatial relationship · Plane geometric figures (shapes) – understanding of perceptual figures: Close your eyes and touch the shapes and name them (play the game of “Find the Shapes in Life”) – Describe the shapes: Describe the salient features of the shapes – Classify the shapes: Internally build an understanding of the properties of the shapes – Rotate –> Splice – >Prediction——>Imagination (Gift 7, Puzzle, Tangram) · Space – Perception: Touch the cube with eyes closed (feel its characteristics intuitively) – Orientation: inside, outside, front, back, below, above, left and right (play “Find” \”Treasure\” game) – Spatial transformations – Exploring shapes on all sides of a cube (playing the “light and shadow” game) – Volume (playing the “fill the inside of a cube with sand” game) – Expansion (purchase a grinding tool with built-in surface area expansion) – ( Toys are optional, Rubik’s cube, magnetic pieces, etc.) 3. Rules: – Play the game of “red light, green light, yellow light” – Understand rules like ABAB and AABAAB 4. Measurement and evaluation – Understand the relationship between quantity and reference (a goose egg has three An egg is as heavy as 10 quail eggs) – Understand the concept of \”fair comparison\” (two children need to stand on the same ground to compare their heights) – Understand the concept of \”relative\” (the weight of three eggs is as heavy as 10 quail eggs) The weight is the same, both represent the weight of a goose egg) 3 dismantles mathematical thinking, and uses the game throughout the whole process to see three children before they know it is 3, instead of seeing three children and thinking of three children. This is children\’s mathematical thinking from concrete to abstract. Mathematical thinking includes three parts: \”spatial thinking ability, logical thinking ability and image thinking ability\”. To put it simply: · Spatial thinking ability: refers to the way of thinking that breaks out of the limitations of points, lines, and planes, and thinks about problems and seeks solutions from up, down, left, and right, and from all directions; · Logical thinking ability: observes, compares, analyzes, and synthesizes things. , abstraction, generalization, judgment, and reasoning abilities. · Image thinking ability: refers to the thinking form that uses specific images or images as thinking content. (Divided into two stages. In the primary stage, children will turn abstract things into concrete things to understand; in the advanced stage, children will understand image thinking and logical thinking.The dimensions are integrated into one and complement each other) Children are at different stages and have different ways of thinking. For preschool children (the same applies to kindergarten transition), stimulating curiosity and interest in mathematics is our focus. Therefore, throughout the entire mathematics enlightenment process, we will use games (such as \”jumping grid\” game, \”light and shadow\” game, \”finding treasure\” game, etc.) throughout it to help children experience the usefulness and fun of mathematics in life. As AI technology continues to make breakthroughs and its applications become more and more widespread, only children with good thinking skills will have unique competitiveness in the future. Use the opportunity of connecting young children to check for omissions and provide guidance and enlightenment on mathematical thinking. We hope to plant the seeds of mathematical thinking in children\’s minds and let them slowly sprout and grow. Of course, it is also to prevent discordant scenes such as \”yelling, hitting children, and heart attacks\” when doing homework in the future, and also to better \”let go\” and \”be lazy\” in the future ~ 4 Create a suitable environment: Article for the whole family As I write this, I have to feel deeply: Mathematics is a tool, a method and way of thinking used to solve problems. As long as you master the correct method, you can teach your children and they can learn. Looking back on my school days, mathematics in elementary school and junior high school was my pride, but high school became my nightmare. Poor performance in high school mathematics is the result of various reasons, but the most important one is the wrong method. There is no way to learn mathematics. Therefore, on the road to enlightenment of my daughter\’s mathematical thinking, I will compile a series of articles in the future, based on the principle of \”learning through play\”, to make her feel the charm of mathematics as much as possible. Of course, a very important thing is to involve teammates and take the lead. My teammate was always very good at mathematics when he was a student. Seeing him learn it easily and using the fewest steps to solve the correct answer, and he was often not satisfied with just one solution. This used to make me envious. He has his own unique understanding of mathematics. When explaining unfamiliar concepts, he is also good at using analogies with familiar things in life, thereby reducing the other party\’s acceptance cost. Therefore, by bringing teammates together, not only can we enlighten our mathematical thinking in parent-child games, but we can also combine our understandings (methods) to teach our daughter together. The premise is that our views cannot conflict and we need to communicate in advance. I hope we can reach a consensus on our daughter’s mathematical enlightenment as soon as possible.