Mathematics

• KIDBU ABOUT The selling point of Montessori Mathematics

  
  

  1. Based on the characteristics of children's mental development

  
  

  Fit with mathematical mind

  Montessori believes that the human mind is a mathematical mind, and children are born with a love of mathematics. For example, they put shoes in pairs, find patterns in English rhythmic songs, and count the number of people in line. The excitement shows that children have an inherent desire to master mathematical language. This concept is in line with children's nature, allowing Montessori mathematics courses to teach from children's instincts and stimulate children's interest in mathematics.

  
  

  Seize the sensitive period

  1-2.5 years old is the sensitive period for children's quantitative experience, 2.5-6 years old is the sensitive period for quantitative conceptualization, and before 6 years old is an important stage for children to develop mathematical minds. Montessori mathematics education can seize these sensitive periods and carry out targeted mathematics education according to the characteristics of children at different stages, so as to better develop children's mathematical ability.

  
  

  2. Perfect curriculum system

  Four major sections are progressive

  Numeration: Children learn the number of numbers 1-10 and the symbols for writing numbers through manipulable materials, which helps them establish a preliminary concept of numbers. For example, by touching and fiddling with specific teaching aids, they can intuitively understand the correspondence between numbers and quantities1.

  Decimal System: Children constantly use specific teaching aids to feel the place values ​​of tens, hundreds, and thousands, and create complex numbers up to 9999. This lays a solid foundation for future calculation work. For example, by using teaching aids, children can clearly see the meaning and relationship of numbers in different place values, and prepare for more complex mathematical operations1.

  There are also sections such as Operations and Abstract Mathematical Work, which gradually transition from basic digital cognition to complex operations and abstract mathematics, systematically guiding children to gradually deepen their mathematical learning.

  
  

  3. Unique teaching aids

  Intuitive and vivid

  Montessori mathematical teaching aids present the most vivid and basic numbers, quantities and shapes to children. For example, when teaching quantity, teaching aids can allow children to intuitively see how many objects correspond to different quantities. When doing specific operations, let the children first establish the concept of the size and quantity of real objects in the process of hands-on practice, and then naturally associate the relationship between the concrete and the abstract, and then perform comprehensive operations. This transition from concrete to abstract is very consistent with the laws of children's cognitive development.