The child should also be able to describe how he got the answer: self-awareness is one aspect of “metacognition.” Of course, remembering what you just did is essential for describing it in words.The child needs to learn different strategies for different set sizes: counting one by one is good for adding small sets but tedious and inefficient for larger sets.It’s important for the child to be able to check the answer.It’s always useful to have backup strategies in case one doesn’t work: If unsure about memory, the child can always count to get the answer.More features of numerical addition and subtraction: Building on what is known (“derived facts”): I know that 2 and 2 is 4, so I just add 1 to get 5.Approaching the problem mentally, children may solve the problem in these ways:.Count on from the larger: I can start with 3 and then say, 4, 5.Count on from the smaller: I can start with 2 and then say, 3, 4, 5.Count all: I have 3 here and 2 there and now I push them together and count all to get 5.Using concrete objects, children may do the following to solve a simple problem like 3 + 2:.This idea is crucial later on when children learn “fact families.”Ĭhildren often begin by using concrete objects and fingers to add but gradually learn mental calculation and remember some of the sums Addition is the inverse of subtraction, for example, if taking away 5 from 8 yields 3, then adding 3 to 5 yields 8.Different combinations of numbers can yield the same sum. ![]() The order of addition makes no difference (the commutative property).Simple counting is also adding-1 at a time.Moving forward on a number line, for example, moving 5 spaces on a number line and then 3 more to get to space 8.Increasing the size of one set, for example, beginning with 5 crayons and then adding 1 crayon at a time until 3 crayons have been added and the new group has 8 crayons.Combining two sets, for example, pushing together 5 crayons and 3 crayons to get a new group of 8 crayons.Addition can be thought of in several ways, including:.Children learn some of this on their own, but adults can and should help.Ĭoncepts to be learned to understand addition (subtraction is similar) : Later instruction needs to build on all of these ideas when written numbers are introduced.Ĭontext and Overview : The story now is how concepts of more/less, order, same, adding and subtracting without exact number (for example, adding means making a set larger without knowledge of the exact number), and enumeration get elaborated to create numerical addition and subtraction. Children don’t have to count to arrive at these judgments concerning more and concerning addition and subtraction: they can solve the problem by reason alone. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |