Early Childhood New Concept Mathematics Curriculum - Volume 3

Author: None
Publisher:
Publish Date: 2002-09-01
Features: It should be said that most children with normal intelligence age match their physiological age, but a small number of children have an intelligence age higher or lower than their physiological age. In terms of mathematical ability development, they show differences compared to children of the same physiological age but share common characteristics with children of the same intelligence age. This indicates that determining the content of mathematical learning based on children's physiological age cannot meet the developmental needs of all children. Therefore, we have compiled this "New Concept Mathematics Curriculum for Young Children" based on the characteristics of number ability development among children of the same intelligence age. Teachers and parents can not only use this curriculum to teach children mathematics but also preliminarily assess their intelligence age development level by observing how well they master the material. This book is divided into four series, each suitable for children with an intelligence age of 2–3 years, 3–4 years, 4–5 years, and 5–6 years, respectively. Each series consists of three volumes, covering all the content and requirements of preschool mathematics education. The series are progressive, helping teachers and parents systematically teach children mathematical knowledge. This book not only fully considers the inherent logic, scientificity, systematicity, and comprehensiveness of mathematical knowledge in its content arrangement but also carefully selects teaching methods that align with the cognitive characteristics of children at different intelligence age stages. This allows children to master mathematical knowledge through activities like looking, talking, doing, and playing, thereby enhancing their interest in learning mathematics. This series is suitable for children with an intelligence age of 4–5 years and includes content such as perception of sets, recognition of numbers within 10 and addition operations, preliminary knowledge of geometry, knowledge of quantity (including the recognition of currency), as well as time and spatial awareness.