MATHEMATICAL EARLY SCHOOL EDUCATION. THEORY AND PRACTICE

Discover the fascinating world of mathematics in early education! This book is an indispensable source of knowledge for teachers, students, and parents who want to support the development of mathematical abilities in children. Learn how to effectively teach mathematics, recognize talents, and avoid common didactic mistakes.

• Systematic and clear discussion of the most important issues of mathematical education.
• Full knowledge course for lecturers and students.
• Analysis of erroneous didactic views rooted in school practice.
• Guidance on recognizing and developing mathematical talents.
• Information about the causes of difficulties in learning mathematics and how to overcome them.
• Advice and tips for parents supporting the mathematical development of children.

Mathematical early school education is the key to success in learning mathematics. The book presents systematically and clearly the most important issues of mathematical education of children aged from kindergarten to the 4th grade of primary school. Lecturers and students of early education will find in it a full course of basic substantive and methodological knowledge on mathematical education, based on solid scientific foundations and on the assumption that the education process is consistent with the natural mental and emotional development of children.

Particular emphasis is placed on the analysis of various erroneous didactic views rooted in society and in school practice. Although scientific studies conducted in Poland and other countries have long shown their inappropriateness, these beliefs are still the main cause of excessive difficulties in children and unsatisfactory learning outcomes. The book also explains misunderstandings about children's mathematical abilities and provides guidance on how to recognize and effectively develop these abilities.

The authors of the book point out that mathematical abilities appear in half of preschoolers (if appropriate conditions are created for them), and outstanding abilities are demonstrated by every fourth child in the sixth year of life. Unfortunately, after going to the 1st grade, the number of such children decreases significantly. For teachers of grades I-III, it is particularly important that the regularities described in this position regarding effective mathematics learning and the transition of children to ever higher levels of understanding apply both to improving traditional teaching in the classroom-lesson system and in those groups where teachers leave children more freedom and support them in their independent mathematical activity.