Math
is a torturous subject to many children and even adults.
They find is difficult to grasp the various abstract math
theories.
"This 'phobia' of figures is so common, one might
call it universal."
- Dr Maria Montessori-
In order for the child to successfully tackle the abstract
symbols for math concepts, we need to help him acquire sensorial
knowledge and concrete understanding of the physical world.
The child between 3 - 6 years has a natural interest in
sensorial work and taking advantage of this sensitive period,
Montessori designed many materials which enables the child
to be familiar with numbers and to learn math.
The first step is for the child to achieve knowledge of
the units; then he moves on to the whole decimal system.
With this in mind, Maria Montessori created all the early
sensorial material for dimensions in sets of ten. With these
materials, the child is exposed to the nature of number
as well as the numbers up to ten and absorbs the knowledge
into his unconscious mind.
The next step is to expose the child to the whole decimal
system. In reality, the size of the number does not make
the sum any more or less difficult because the same nine
figures are used in all the hierarchies. Hence, there is
little difference between operating in millions and operating
in units.
In fact, preschool Montessori children who have achieved
a concrete understanding of the concept prefer the challenge
of working with large figures.
The importance of concrete manipulation can never be overestimated.
It is more productive to give the young child the concrete
material which is interesting to him and with which he can
patiently work with, than to drill the knowledge into him.
The true beauty and value of the material lies in the way
in which any normal child can enjoy doing math if he has
been exposed to these materials.
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In order for the child to successfully tackle the abstract
symbols for math concepts, we need to help him acquire sensorial
knowledge and concrete understanding of the physical world.