## 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).