sums will set you free
how to teach your child numbers arithmetic mathematics
subtraction and more counting
I have already provided documents explaining where the problems, are on a technical and adult level. To dig into this, start at why Aristotelian logic does not work and laying the foundations for sound education.
This sub-section of abelard.org is designed to lay out a rational and logical base for teaching arithmetic and mathematics from basics. I shall not always justify the methods in this section as I go along, but the methods are very relevant and purposefully structured. Throughout this section, many of the yellow links take you to a more advanced, or technical, explanation.
It is vital to understand that there is no fundamental or logical difference between the symbolism of teaching English and teaching arithmetic/mathematics. This congruence becomes part of the learner’s understanding. It is a deep and dangerous pedagogical error to allow the learner to imbibe the erroneous concept that mathematics and English are different “subjects”.
As you will see, there’s a great deal of stuff to absorb here, especially if you are three, four or five, or even eight, nine or ten. Human understanding evolves, the human absorbs and gradually organises the vast streams of information coming from those small holes called ears and eyes.
For example, getting used to and seeing clocks of different types lays grounds for understanding what the shapes and numbers mean. Trying to rush these processes leads to stress and often to confusion - not good.
Letting the child run wild, without any help or guidance, leaves them struggling to adapt to a civilisation and culture that has taken thousands of years to develop, and which is now running in over-drive. It is every bit as foolish to leave a person in confusion as it is to feed information too quickly and hammer it in with a mallet.
The purpose of mathematics is to understand patterns and logic, to help you organise the filing system in your head. Mathematics is not something esoteric, but there is rather a lot of it! The sane objective of learning is not to memorise enormous lists by rote, it is to teach organised ways of thinking about problems, and where and how to research for relevant information in the ever growing data banks of human experience (knowledge).
It is widespread common sense that a child learning to read has their attention drawn to varying sources of written text. Likewise, it is useful to help a child to gain numerical fluency as they explore the world.
Keep in mind that this page is to help you in teaching young children the basics of counting and, here in particular, subtraction. This section shows various numbers you can use in the real wore ld to increase the child’s awareness. There is not the slightest intention or expectation that the learner is going to gain a comprehensive grasp of all these various wonders at this point. The purpose here instead is to generate familiarity and to take opportunities to engage the person with this modern civilisation.
These are things which are interesting to chatter about while out, gradually introducing an understanding of the different way numbers can be used.
It is important that the child understands that numbers have many different uses. Counting apples, or trees, of different sizes has differences from counting inches (or centimetres), where the aim is to have a fairly constant size unit.
category - logic blocks
Here is a list of words meaning category:
The purpose of this section is to encourage and develop an understanding of the formation of collections. It will be soon needed in the next stage (multiplication). If you do not have logic blocks (yet?), onions and stones and insects and flowers and boxes of detergent will serve.
On this page is a more concise version of the Brilliant educational maths counter. The full version with more detailed instructions, go to the introduction page.
So, to practise doing subtractions,
The counter counts down (decreasing): 2, 1, 0, -1, -2 and so on.
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