How Children Utilize Their Mathematical Mind as Part of Their Natural Progression Essay

Dr mare Montessori took this idea that the human has a mathsematicsematicssematicsematical intellectual from a French philosopher protoactinium and real a revolutionary math learning material for infantren as young as 3 long epoch old. Her numeric materials allow the babyren to begin their mathematical journey from a cover concept to rook idea. With noteence to the above statement satisfy discuss how these minorren utilize their mathematical estimation as part of their infixed hop onion, to reason, to calculate and estimate with these Montessori mathematical materials in conjunction with their aims and presentments? What is a mathematical disposition? The Mathematical Mind refers to the unique godencies of the human mind. The French philosopher Blaise Pascal verbalize that e actually human being is innate(p)(p) with a mathematical mind. Dr. Montessori borrowing this concept, further explained that the mathematical mind is the sort of mind which is built up wi th accurateitude. In our work therefore, we postulate pr unity a name to this part of the mind which is built up with exactitude, and we call it the mathematical mind.I take the term from Pascal, the French Philosopher, Physicist and Mathematician, who said that the mans mind was mathematical by nature, and that knowledge and progress came from accurate observation. Maria Montessori, The Absorbent Mind, Chapter 17, Pg. 169 She said the qualities of a mathematical mind was such that always hug drugds to estimate fatalitys to quantify, to see identity, similarity, difference, and patterns to make secernate and sequence. The concepts within the mathematical mind do not simply refer to common associations with math, such as basic operations. Instead, Montessori believed that the human tendencies lead sensation to be mathematical in thought. That is, basic human tendencies such as golf club, orientation, exactness, repetition, activity, and use of objects, all lead to the orga nic evolution of a mathematical affect of thought. The claw perceives, without conscious reasoning, patterns of relationships things to things, things to people, people to peopleThe mathematical mind therefore is a power to organize, classify and quantify within the context of our life endure Mathematics is not only about additions or subtractions a squirt learns at the school, it is all around the electric shaver from the twenty-four hour gunpoint he is born (or may be tumesce before that). It is a healthy cognise fact that an embryo earth-closet hear its mother. So the mother says the handle kicked me twelve times today ormy delivery is within another(prenominal) twain weeks when he was in her stomach. And accordingly after he was born he may hear you were born on the second or at eight you go to the bed or peerless sacking is missing in your pajama shirt or in the society he may be questioned how many sisters or brothers do you have? etc., A pincers day to day life is all committed with mathematics and all the basic conversations he has is very much problematic with mathematics. In that case the barbarian is born to a world that is affluent of math, created by human for their benefits and the child needs to adapt to it.Children need math to sort, categorize and group things within his environment. They need to count, they need to learn the time and wherefore gradually they need to work with arithmetics, geometry and algebra in the school when they grow up. We must(prenominal) convey to the child the belief that we have make mathematics ourselves, and that we re-make it every time we move, think, work or play. We should servicing the child understand that it is simply part of our being human to have a mathematical mind. Gettman D, BASIC MONTESSORI, Chapter 1, Page 159. T all(prenominal)ing mathematics to a young Montessori child is not a difficult task as he is very much exposed to rime during his day to day life. By the time they enter into the Montessori school most of them are adequate to count one to ten (we call this rote counting, they honourable count without knowing the real meaning of the counting). Even in the fain environment, though the child does not directly work with the materials within the math shelf as he enters, he however indirectly learns math concepts such as repetition, calculation, exactness, fraction, estimation and classification and most importantly order through the virtual(a) life activities.A significant discovery that Dr. Montessori make was the importance of offering indirect preparation for the math materials duration children were in the sensitive periods for movement and the refinement of the senses. It is through childrens work with the Exercises of mulish Life and sensational materials that they first encounter and beget the concepts of measurement, sequence, exactness, and calculation centripetal education is the basis of mathematics. Dr. Montessori said that chi ldren are sensorial learners. They learn and experience the world through their louver senses. So sensorial education helps the child to create a psychical order of the concepts he grasps using his quintuplet senses. The skill of mans hand is strand up with the development of his mind, and in the light of history wesee it connected with the development of civilization. Maria Montessori, THE ABSORBENT MIND, Chap 14. pg. 138 Montessori firmly believed that the hands are the mother of skills.By providing Montessori sensorial materials to the child she was convinced that correct manipulation with quality and beat would certainly create a final stageing impression in the childs mind with the understanding of mathematics. We place materials quite intentionally on trays, we color code activities, materials are displayed in a logical sequence, and we flutter down movements during presentations into series of incidental steps. The sensorial materials simply present leash mathematic s concepts of completeness, geometry and early algebra.Dr. Montessori was convinced that there are two things to be introduced before running(a) with mathematics. Before beginning mathematics work, the child must therefore do two things explore and accept the notion of idealise things with isolated qualities, and gain practice in the requisite intellectual. MMI Mathematics extend Manual pg. 6 The childs intellectual skills are developed through both practical life and sensorial activities. In practical life activities, children practice calculation skills when determining how much water to pelt when carrying out exercises want pouring water from fling to bottle with an power line, or spooning beans from bowl to bowl with an indicator line, or from jug to jug up to the more complex activities of sweeping which have the qualities of repetition, calculation and exactness.The Sensorial work is a preparation for the study of sequence and progression. It helps the child demonstrate up spatial representations of quantities and to form images of their magnitudes such as with the Pink Tower, tough cylinder etc. These sensorial materials excessively provides the child with the skills of calculation with the tap tower and reddened rods as the child judges the size and aloofness of the cubes and rods respectively, as well as repetition with baric tablets etc., All of the materials in the Montessori classroom have been specifically designed to attract the interest of the student, while at the comparable time nurtureing an important concept. The purpose of each material is to isolate a certain concept the child is bound to discover. The Montessori maths program is divided into parts to facilitate a sequential and gradual progress in the maths concepts starting from simple to complex.During quite a little time, informalactivities or games are introduced to initiate complex maths concepts like seriation, one-to-one correspondence, sorting and more in the simple st way. Without counting or til now uttering a number name, the child is actually introduced to maths through anterior maths activities. Dr. Montessori likewise said, what the hand does the mind remembers. The very first math material to be presented to the child is the number rods. Number rods are very concrete and help the child to feel and understand meaningful counting. It is in like manner not very new to the child as he has already worked with the red rods before. The only difference is number rods are colour coded with red and blue, which helps the child to visually discriminate the difference in length and thusly to count the rod. The teacher presents the material by a three period lesson, and by repeating the same activity again and again, the child understands that two means two things and three means three things and so on and so forth.The aim of the number rod is to help the child attend the names of poesy 1-10 and visually associate the numbers with the quantity as well as to show that each number is represented by a single object, as a whole, separate from others. The number rods help the child memorize the sequence of numbers from 1 to 10. When the child counts one rod as a single unit, he immediately notices an ontogenesis in the number rod 2 even though it is facilitate a single unit thereby helping him to associate the numbers to the quantity. Rarely, however, can he count with certainty the fingers of one hand, and when he does succeed, in doing this, there is always the difficulty of knowing why,The extreme exactness and rightness of a childs mind need clear and little help. When numerical rods are given to children, we see them even the trivialest take a lively interest in counting..Maria Montessori, The discovery of the Child, Chapter 18, pg. 265.The satisfaction of discovery leads to an warm interest in numbers when the child is able to demonstrate the primal mathematical operations, quite a than simply being told seemingl y dull and empty facts. He physically holds the quantities that he sees represented by compose images. He combines the materials, counts, separates and compares them while visually grasping and reinforcing the ideas in a way that is concrete, rather than abstract...Teaching Montessori at Home. Now the child is working with the concrete materials to understand the quantities of numerals one to ten and hence he knows the pen symbols too.The contiguous step is to teach him how to combine the quantities with the written symbols. This is done through a set of sportsman games. The Teacher invites the child to bring the number cards and the rods to the mat and whence gets the child to blob the concrete value (the rod) first and then chance on and match the number card with the rod. Next the teacher requests the child to identify the number cards randomly and match them with the rods. This activity helps the teacher to get wind how thoroughly the child is familiar with the numb ers. The abutting two games help the child to understand the sequence of numbers. When the numbers and the rods are randomly scattered on the mat, the teacher requests the child to identify the number rods in sequence and then match the numbers with it and build the stair then in the next activity the child identifies the number cards in sequence and then matches with the respective rods and builds the stair.The aims of these exercises is to establish the child in the recognition of numerical symbols 1-10., as well as help him learn association of quantity to symbol and also help the child understand quantity and sequence of numbers using manipulatives. Once the child is very clear with numerals one to ten, the next step is to teach the denary arrangement. Decimals are introduced to the child with the concrete manipulation using the golden drop-offs. Through a three period lesson, the child is introduced to one, ten, hundred and gm. The child feels and sees what one means by a minuscular unit and then sees that ten is a long bar and then hundred is a flat square of ten ten-bars bound unitedly and finally the thousand is a cube do up of ten 100 squares. The child can visually discriminate the difference in the sizes of different value and then feels it too. Counting through helps them to further impute the concept of decimal agreement. The teacher counts up to nine units and then says if we have one more unit we will have a ten bar. So this helps the child to understand that to make ten we need ten units.Then to make hundred we need ten ten-bars and then finally the thousand cube is made out of ten hundred-squares. The spacious deal begins with the decimal system operations. Here the child is introduced to additions, subtractions, multiplications and divisions. The child learns the exact abstract way of additions or subtractions using the golden beads and grand and small number banks. All these activities are teacher directed and working with these activities, helps the child understand that addition means combining twoamounts unitedly and then have a big amount at last that subtractions means giving some amount onward from what he had and then what remains is a small amount that multiplication means having the same amount in to different numbers of times and gets a large amount as the answer and finally, that divisions are giving the amount away equally or unequally among two or three people. These operations are very concrete to the child since he sees and manipulates the material. After manipulating with the concrete materials, the child moves to the abstract counting.Using the large number cards, the teacher introduces the written symbols of power of ten (the decimal system). Then moves to the counting through with the written symbols. Once the child is through with quantities and the written symbols the teacher shows the child to striking concrete with abstract making the Birds eye fool. Through the birds eye view th e child can clearly see the process of the quantity increases with the written symbols. It gives the child the sensorial impression that when the symbol increases from one to ten, ten to hundred and hundred to thousand value of the quantity also goes higher. The aim of introducing the decimal system, is to help the child understand the concept of ten, learn the composition of numbers as well as the place value system and their equivalencies. After the decimal system operations, the child progresses to informal recording. By this time, the child knows the numbers very well and he is familiar working with sums too.The informal recording introduces the child to small number rods. In the first presentation, he is concretely introduced to composition care ten as a guide and showing him how to make ten using rods up to six. Decomposition is also equally concrete, first he makes ten and then takes one away the child sees he is odd with nine. During this presentation, the symbols of plus, minus and equal to, are also introduced and in the second presentation he is introduced to recording. The teen get along is introduced to the child when he is through with the decimal system. It is also called linear counting. The little(a) bead stairs varying in colour and quantity (one is red, two is green, three is pink, four is yellow, five is light blue, six is purple, seven is white, eight is brown and nine is blockheaded blue) The coloured bead bars show clearly the separate entities from 1 to 9 and the ten-bars are the main concrete materials involved with the linear counting. root of all, the child learns to build the short bead stair and then combines the short beadstairs with ten bars to teach the names of quantities eleven to nineteen. When the child understands the names of values, the written symbols are introduced through the sequin board A. Similarly the names of quantities from ten to ninety are also introduced and then the sequin board B is used to teach the a bstract concept of written symbols. The hundred and thousand bead chains reenforce the childs counting from one to a thousand and also helps the teacher to evaluate childs standards with understanding counting. The coloured bead bars show clearly the separate entities from 1 to 9, in gang with the tens they show the child that numbers 11 to 19 are made of ten and a number 1 to 9 The purpose of introducing the child to the linear counting exercises is to develop the childs ability to recognize and count to any number.As well as learn stand out counting. The childs own sound knowledge of the numbers 1 to 10 and their numerical order acts as a guide This system in which a child is constantly moving objects with his hands and actively exercising his senses, also takes into account a childs particular(a) aptitude for mathematics. When they leave the material, the children very easily reach the point where they invite to write out the operation. They thus carry out an abstract mental operation and acquire a kind of natural and spontaneous rock for mental calculations. Montessori M., The Discovery Of The Child, Chapter 19, pg. 279BIBLIOGRAPHYMaria Montessori, The Absorbent Mind, Montessori Pierson Publishing Company, the Netherlands, Reprinted 2007 Maria Montessori, The Discovery of the Child, Montessori Pierson Publishing Company, the Netherlands, Reprinted 2007 Modern Montessori Institute, DMT 107 Mathematics Students Manual David Gettman, Basic Montessori, Saint Martins Press, 1987 Elizabeth Hainstock, Teaching Montessori in the Home, Random House Publishing Group, 2013