how the brain math help your child

Which family member did not take pleasure as they sit with a child who sings "one, two, three ..." when asked to account or in response to the question "how?" This playful interaction is easily recognized as an important milestone. It is a step in the development of "mathematical power." As described by the National Council of Teachers of mathematics, mathematical power "includes the ability to explore, conjecture, and reason logically, solve problems, to communicate about and through mathematics, and building ideas in between mathematics and other intellectual activity. "Mathematical power also" the personal development of self-confidence and a willingness to seek, evaluate and use quantitative and spatial information in solving problems and making decisions. " "Students' flexibility, perseverance, interest, curiosity, intuition and also the effect of mathematical achievement of power." Mathematics is at the second reading of the amount of time and money budgeted for in the primary school curriculum. Mathematics is a language with its own set of rules and symbols to communicate. These symbols are abstract and represent the nature of mathematics as a way of thinking. Mathematics is a powerful tool that has utility in virtually all aspects of daily life. Mathematics is a system of relations that supports the recognition of patterns that recur in our world, in how things work, art and nature. Mathematics should continue to play a central role in early childhood and primary school curricula. For a subject that is clearly very important, "mathphobia" - an anxiety or fear of mathematics - is a condition that no child should have experience. The anxiety associated with mathematics is often associated with the way mathematics is taught and teachers or parents attitudes. How children learn and understand how the brain for research, process, and then organizes the information is essential to provide appropriate learning experiences. Only when the concept is valid for one child may be symbolic language of mathematics began to be developed and have meaning. Active participation in learning by experience is the cornerstone of the construction of meaning. This is the learning and development takes time. Children need time to reflect and to extract mathematical concepts from the authentic experience that teachers provide. Children need time to play and explore materials, independently, through free exploration before they can participate in the thinking and mathematical concepts. Have you ever watched young children playing with "Fruit Loops" or other dry cereals color? When they sort the cereal pieces in the colors, organizing them into repeats (yellow, green, orange ... yellow, green, orange ...) or to explore other, they use the manipulation of pieces of cereal to help them in their learning. As children engage in activities like this, supported by the interaction with other children and adults, they begin to reflect on what they observe and make connections from one activity to another and then to generalize to the world about them. This is the beginning of "metacognition" or thinking about thinking. The attitude of teachers and, later, to achieve these mathematical activities is the key to success, attitude and enthusiasm of the children themselves as "mathematicians" . As children enter the world of formal education in the classroom, while knowledge of basic arithmetic "of the facts is essential - such as learning the letters of the alphabet and their sounds and their uses, thought, solving mathematical problems above and other tasks are the objectives. Critical thinking and appreciation that there are several ways to arrive at an answer are products of good learning experiences. Children should have a variety of these experiences using art, music, language (written and spoken), theater and other physical activities in large and small groups, as well as individuals, learning. Activities should allow children to experiment and express themselves visually, auditorally, kinesthetically and emotionally. As is well known that all learning is reinforced through realistic challenges and repressed by anxiety, the learning environment should be a safe and welcoming place that encourages risk taking, while providing challenging and inviting faith experiences practices. So what can we do as parents support our children in their personal development of "mathematical power"? In selecting toys for children, choosing which activities involve sorting and patterns with colors, shapes and sizes. Recognize that authentic learning experiences are not always "clean" and a genuine immersion is sometimes "messy". Buy Mudpie The old days of making the rear was truly a mathematical experience. Activities using different sizes of containers with water, rice, sand and clay to provide children a valuable exploration of learning opportunities on solids and liquids and measure the capacity of containers . Let your child help in your daily life activities such as cooking, laundry, shopping and visiting the library. Set up a for a specific use of the correspondence of language, such as, "Please give me three spoons. Model Three spoons. Language and modeling activities will support the development of your child power and general mathematical competence. Laundry activities provides sorting by several attributes such as color, type and ownership of the clothing (mom, dad, etc), and things come in pairs. When your child goes to nursery school as to what types of activities are planned and provided to develop "mathematical power" and the types of manipulation are used. Visit the public library with your child and find picture books and stories with mathematics such as relevance Benny's Pennies and The Very Hungry Caterpillar. As your child enters primary school, continue to pose questions on the mathematics curriculum. Ask about "Family Math Night" or think about the opening through a PTO. Mathematics is a language, a tool, and a system of relations that supports the daily life experiences. How children learn, be able to provide real experience and advocacy for children in school and the participation of the key issues will all go a long way in developing your child's mathematical power!