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DEVELOPING PRE-NUMBER CONCEPTS : Previously you have read how children acquire concepts. You know that, for children to grasp a concept, they must be given several opportunities to explore and experience it. While exploring, they must be encouraged to talk about what they are doing. And, all this requires us to be patient. Some of us start by encouraging children to look for the answer themselves. But when they take time, our impatience makes us give them the answer or do the task quickly ourselves. This prevents the children from reasoning for themselves and finding out. In fact, we should help them define the problem, and then look for possible solutions, giving them enough time to do so. That is how they will develop their understanding of mathematical concepts and their ability to think mathematically.
Let us now talk specifically of ways of nurturing the child's abilities of classifying, ordering and pairing. The discovery approach, through activities that children enjoy, seems to be the most effective teaching method. We shall consider several activities here. Please note that the activities that we describe here are meant as examples only. Please adapt them t~ your specific situation, using the materials that are easily available. We also hope that they will help you to generate other activities relevant to your situation.
Let us first consider activities that can help a child to learn how to classify.
Logarithm Functions : Now let's briefly get the derivatives for logarithms. In this case we will have to start with the following fact regarding functions that are inverses of ea
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need answers
robin runs 5 kilometers around the campus in the same length of time as he can walk 3 kilometers from his house to school. If he runs 4 kilometers per hour faster than he walks, ho
If the radius of a sphere is doubled, the surface area is a. multiplied by 4. b. multiplied by 2. c. multiplied by 3. d. multiplied by 8. a. The formula for the surf
Example of Imaginary Numbers: Example 1: Multiply √-2 and √-32 Solution: (√-2)( √-32) = (√2i)( √32i) =√64 (-1) =8 (-1) =-8 Example 2: Divid
One of the more significant ideas that we'll be discussing in this section is slope. The slope of a line is a measure of the steepness of any particular line and it can also be uti
Rates of Change and Tangent Lines : In this section we will study two fairly important problems in the study of calculus. There are two cause for looking at these problems now.
sequencing problem
A fox and an eagle lived at the top of a cliff of height 6m, whose base was at a distance of 10m from a point A on the ground. The fox descends the cliff and went straight to the p
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