How Soon Can a Child Learn Math? Part I
It is fairly safe to say that many people have an aversion to mathematics. I
remember attending a workshop for students who had admitted phobias on
the subject and the words of a noted professor of mathematics struck me
when he said: "If a person were to intimate that they didn't know how to
read, there would be an immediate concern of everyone within earshot. But
when someone says they can't do math, no one would consider that to be a
problem at all." Which is really tragic considering that math permeates our
lives whether we are conscious of it or not.
Can you imagine not being able to decide which consumer loan is best
because of an inability to calculate interest? Or perhaps struggling with the
computation of sales tax on items before purchase? There is definitely no
getting around it -mathematics has a place in our everyday lives.
Mathematics, like English, French or C++, is simply a language! And just like
all languages, when learned and practiced early in life, creates a foundation
for future proficiency. So then the question becomes - when is a child old
enough to begin learning the subject? Well, there are studies that suggest
that we come here with our brains wired for mathematics. (See internet
article "Baby Brains are Hard-Wired for Math")
But if "infancy" is way too young for you to even conceive of teaching
methods then quite possibly the answer boils down to the following factors:
your readiness to create meaningful activities; to nurture patience and your
willingness to rid yourself of any expectations of your child calculating
logarithms by age four.
One note of paramount importance before teaching your child anything
related to mathematics, is for you to be devoid of any lingering fears or
apprehension. Children can and will indeed internalize their parent's
insecurities related to most things hence arm yourself with confidence and
enthusiasm before you approach the matter.
As stated earlier, an effective way to alleviate trepidation of arithmetic with
children is to begin as early as possible; and what better way to start
teaching a child the basics than to begin counting numbers using the old
tried-and-true manipulatives ..."fingers"?!
First begin the counting lesson with one hand. Create a game of it with loads
of good energy, smiles and genuine laughter. Once they've mastered the
first hand, move on to the next one; increasing in number only as they can
handle it. Remember to be patient and NEVER exhibit damaging intensity in
the form of yelling, shouting or losing your temper when they stumble. This
way, you are conveying the message during their orientation to education
that self-esteem need not suffer as a result of making a mistake. Errors are
only an indicator of whether mastery has occurred or not. That is all! Keep
in mind that you are introducing them to the "world of numbers" and the last
thing you want to do is associate negative feelings with this whole other
method of communication.
As your child learns to count to ten using fingers, branch out for other items
to count. Once more, make certain that you keep it carefree and full of
merriment! These are preschoolers we're dealing with here...you either
teach in a way that can reach them or you will have a hard way to go!
Bolster the counting lessons with flash cards, coloring books with numbers
(large numbers) and software programs to reinforce the basics. Remember,
these are tools in your educational arsenal and there is no substitution for
one-on-one interaction. One game you may find useful was one I created
with the use of index cards. I wrote a number on the front of an index card in
large, black marker and either designed some silly drawing or placed a
weird sticker on the back. I introduced this "new game" in my high pitched,
engaging tone and gave it some ridiculous name. I then spelled out how the
game was to be played in a way they could understand.
For the first round I showed the card, stated the number in a clear concise
manner, then coaxed them to repeat it. When they did, I flashed them the
back of the card with intense smiles and a bunch of enthusiastic praise.
Ultimately, my children could say or identify the numbers on their own. It got
so that their motivation to get it right was to see some new and silly sticker
on the back...my animated expressions happened to be a handy by-product.
Although you and your child may be tempted to continue on - stop before
the child signals to because it creates eagerness. It sets the stage for
anticipation of the next learning session. Once they have mastered the
identification of numbers one through 10, eventually, move towards the
objective of teaching children how to identify the spoken word with its print
identification.
(click here for How Soon Can A Child Learn Math, Part II)
It is fairly safe to say that many people have an aversion to mathematics. I
remember attending a workshop for students who had admitted phobias on
the subject and the words of a noted professor of mathematics struck me
when he said: "If a person were to intimate that they didn't know how to
read, there would be an immediate concern of everyone within earshot. But
when someone says they can't do math, no one would consider that to be a
problem at all." Which is really tragic considering that math permeates our
lives whether we are conscious of it or not.
Can you imagine not being able to decide which consumer loan is best
because of an inability to calculate interest? Or perhaps struggling with the
computation of sales tax on items before purchase? There is definitely no
getting around it -mathematics has a place in our everyday lives.
Mathematics, like English, French or C++, is simply a language! And just like
all languages, when learned and practiced early in life, creates a foundation
for future proficiency. So then the question becomes - when is a child old
enough to begin learning the subject? Well, there are studies that suggest
that we come here with our brains wired for mathematics. (See internet
article "Baby Brains are Hard-Wired for Math")
But if "infancy" is way too young for you to even conceive of teaching
methods then quite possibly the answer boils down to the following factors:
your readiness to create meaningful activities; to nurture patience and your
willingness to rid yourself of any expectations of your child calculating
logarithms by age four.
One note of paramount importance before teaching your child anything
related to mathematics, is for you to be devoid of any lingering fears or
apprehension. Children can and will indeed internalize their parent's
insecurities related to most things hence arm yourself with confidence and
enthusiasm before you approach the matter.
As stated earlier, an effective way to alleviate trepidation of arithmetic with
children is to begin as early as possible; and what better way to start
teaching a child the basics than to begin counting numbers using the old
tried-and-true manipulatives ..."fingers"?!
First begin the counting lesson with one hand. Create a game of it with loads
of good energy, smiles and genuine laughter. Once they've mastered the
first hand, move on to the next one; increasing in number only as they can
handle it. Remember to be patient and NEVER exhibit damaging intensity in
the form of yelling, shouting or losing your temper when they stumble. This
way, you are conveying the message during their orientation to education
that self-esteem need not suffer as a result of making a mistake. Errors are
only an indicator of whether mastery has occurred or not. That is all! Keep
in mind that you are introducing them to the "world of numbers" and the last
thing you want to do is associate negative feelings with this whole other
method of communication.
As your child learns to count to ten using fingers, branch out for other items
to count. Once more, make certain that you keep it carefree and full of
merriment! These are preschoolers we're dealing with here...you either
teach in a way that can reach them or you will have a hard way to go!
Bolster the counting lessons with flash cards, coloring books with numbers
(large numbers) and software programs to reinforce the basics. Remember,
these are tools in your educational arsenal and there is no substitution for
one-on-one interaction. One game you may find useful was one I created
with the use of index cards. I wrote a number on the front of an index card in
large, black marker and either designed some silly drawing or placed a
weird sticker on the back. I introduced this "new game" in my high pitched,
engaging tone and gave it some ridiculous name. I then spelled out how the
game was to be played in a way they could understand.
For the first round I showed the card, stated the number in a clear concise
manner, then coaxed them to repeat it. When they did, I flashed them the
back of the card with intense smiles and a bunch of enthusiastic praise.
Ultimately, my children could say or identify the numbers on their own. It got
so that their motivation to get it right was to see some new and silly sticker
on the back...my animated expressions happened to be a handy by-product.
Although you and your child may be tempted to continue on - stop before
the child signals to because it creates eagerness. It sets the stage for
anticipation of the next learning session. Once they have mastered the
identification of numbers one through 10, eventually, move towards the
objective of teaching children how to identify the spoken word with its print
identification.
(click here for How Soon Can A Child Learn Math, Part II)
