When there is a first combination … you will find a second combination.
I been thinking that these combinations are ideal ways to introduce a child in primary to various terminologies, words, language. One can apply terminologies found in algebra, explain the concept of variables with the pictures you see on the board. In that case the word sum could be brought to the child’s attention, that this word is linked to an addition, introducing the word quotient and product. For visual children this can be a good tool to give them these words. By experience a 10, 11 and 12 year old can by times struggle with word problems hence to a non-understanding of the terminologies they have in front of them.
These important words are often neglected because of the drive of having the right result or answer.
Of course there are millions of ways to give ‘the words’ to a student, yet within the Montessori material is so much that can be used for things, topics, facts and ideas but one doesn’t dare to do.
I can explain (within the chapter of equations) what it means to maintain balance. It is visual, clear and attractive. ‘whatever is done on one side of the equal sign must also be done on the other side’;This board could be my introduction. Later one also can use a scale to let the children explore.
I will continue my investigation of the vabulous variety within the Montessori material, wher and how to apply the given in different topics of mathematics.
As spoken about, within geometry you can express easily express relationships…
Here my geometrical representation of identity.
I am still figuring out the pictograms that will and can represent my identity.
That’s for the next geometrical representation…
Geometry applied in the right way is a fantastic tool to train logical thinking. already at an early stage, children can see and understand patterns. Often it is underestimated how a young brain can already understand structures infront of him or her.
So Geometry can help to train the brain. used in the right way, children will see this as something pleasing… geometry is esthetics. The eye likes symmetry and equal parts. One feels safe when the structure is even, balanced and logic. So children of all ages have comfort within geometry and if applied and shown right, it can be and is a springboard I.e. fractions.
One should n ‘ t be scared to use metal insets and let the children explore. What are they able to create? What kind of symmetries will they make? One can halp to givr certain guidelines, like no crossing lines, the iset needs to always touch another line that was drawn, etc. The younger, of course, the simpler and for older children one can add a compass or ruler,… the options are countless.
I personally think that geometry is not given the right amount of attention in a classroom. I think as well that often the right connections, the interdisciplinary links are not made, yet one clearly does not go without the other.
I do agree that math has a very high standing and that it is important, yet when one would allow the children to dwell for longer periods of time in the geometrical realm; they will, and I mean all, profit on the long run.
Participation in every day life develops a feeling of worthiness in a person called upon to share it in an active way. Children become not only users of the world in which they live, but also producers. The basic experience of being able to change and transform the environment gives the person a feeling of personal worth that remains forever. “I am worth something” is added to the previous feeling that “I can do things”, and then becomes “I can do important things”.
The vision is…
To help the child with its unique potenti
The adult (teacher) should help the child to realize what the human species has accomplished. The adult has the role of heling the child to “make himself” and the construction of his/her independence. The child needs and wants help so that he/she can think for him/herself.
“Help me to think for myself”
Two things are necessary for the formation of people
1.Participation of the individual life
2. Participation of the social life
“We are service to the force – we’re serving the force of the child, giving them the opportunity to make choices, with the help of the force of the adult (teacher), providing the environment needed.”
Check out this site on “Environment”
“You cannot make a man good or bad, you can help, but he has to make it himself.”
Check out this link: