3. Mathematics

The
mathematics area of the classroom
enhances children's understanding and
inherent attraction to numbers.
The children are introduced to exercises which
relate symbols with
quantities since many youngsters are able to recite
number
sequences
without actually being aware of the value of each. Once
children can
associate the symbols with the quantities for the numbers to
ten, they
progress
to exercises for the numbers to 100. At the same time,
they
are introduced to
the decimal system through the categories of units,
tens, hundreds and
thousands, referred to as the bead material. Children
are able to manipulate
these quantities on their own and when they
begin
working with the concepts of
addition, multiplication,
subtraction and
division, they are able to see the
function of
carrying numbers since it
is related to them, if ten is acquired in
any category, that quantity is
exchanged for one of the next higher
category
(e.g. ten units, represented
by individual beads, are
replaced by and therefore
equal to one ten,
represented by ten beads
on a bar).
mathematics area of the classroom
enhances children's understanding and
inherent attraction to numbers.
The children are introduced to exercises which
relate symbols with
quantities since many youngsters are able to recite
number
sequences
without actually being aware of the value of each. Once
children can
associate the symbols with the quantities for the numbers to
ten, they
progress
to exercises for the numbers to 100. At the same time,
they
are introduced to
the decimal system through the categories of units,
tens, hundreds and
thousands, referred to as the bead material. Children
are able to manipulate
these quantities on their own and when they
begin
working with the concepts of
addition, multiplication,
subtraction and
division, they are able to see the
function of
carrying numbers since it
is related to them, if ten is acquired in
any category, that quantity is
exchanged for one of the next higher
category
(e.g. ten units, represented
by individual beads, are
replaced by and therefore
equal to one ten,
represented by ten beads
on a bar).