MATHS PRACTICE BOOK

In daily life children get many opportunities including maths.  It should involve children in such activities.  Some examples are playing games, sharing sweets, setting up groups for various activities in the classroom, exploring the school holidays.  Problems with young children can actually occur.  Even so, owning one is still beyond the reach of the average person.

 

Problems arising through fiction and drama can be more alive for children than real-life problems.  Fairy tales, adventure stories, entertaining cartoons, etc. are things that open the door of imagination in a child’s mind.

 

Children can be helped to develop their mathematical abilities and comprehension to solve their reality problems on occasion.  It is important that children are self-reliant in such situations.  This kind of way or concept needs to be displayed in front of children, in other meaningful situations.  In this way children are able to separate the irrelevant from the relevant by natural means.  And the last becomes the essence of the essential elements of the way and concept for oneself.

Together with this we need to keep in mind that the power of mathematics comes from abstraction.  And children need to help them confidently portray abstraction from dead experiences.  Representation in different ways – a more important element in which to help children  What needs to be done is to help children develop their representation skills to move towards abstract ideas in mathematics.  As already described.

 

 

Making a mental picture of what a person has experienced as things or events is called mental depiction or just depiction.  It is a bitter truth that children should be given the opportunity to describe mathematical problems, methods and processes in their own way.

 

 

Only then should they be introduced to traditional symbols.  It is clear that if children are to be made competent and confident in solving mathematical problems, they must be able to represent themselves and others in depicting mathematics through language and mathematical symbols.

 

Only after expressing many mathematical ideas through communication through language, his thoughts with paper, pencil.  Describing and Using Mathematical Symbols Jams (19), while reviewing Bruner’s work on the relationship between language and thought, proposed the idea of ​​a mathematical process he called “do, talk, and record.”  In this the children practically do the math work.  And follows Fiao in order for his record.