Early Childhood New Concept Mathematics Curriculum (Volume 4) (Set of 3 books)

Author: Wang Shunmei
Publisher:
Publish Date: 2002-09-01
Features: It should be said that in most normal children, their intellectual age aligns with their chronological age. However, a small portion of children may have an intellectual age higher or lower than their chronological age. In terms of mathematical ability development, these children differ from their peers of the same chronological age but share common characteristics with those of the same intellectual age. This indicates that determining the content of mathematical learning based solely on a child's chronological age cannot meet the developmental needs of all children. For this reason, we have compiled this "New Concept Mathematics Curriculum for Young Children" based on the characteristics of number ability development among children of the same intellectual age. Both teachers and parents can use this curriculum to teach children mathematics, and they can also preliminarily assess a child's intellectual age development level by observing how well the child masters the material. The book is divided into four series, each suitable for children aged 2–3, 3–4, 4–5, and 5–6 years old, respectively. Each series consists of three books, covering all the content and requirements for preschool mathematics education. The series are progressively structured, helping teachers and parents to 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 takes into account the cognitive characteristics of children at different intellectual stages in its methodological choices. This enables children to master mathematical knowledge through engaging activities such as looking, talking, doing, and playing, thereby enhancing their interest in learning mathematics. This series is suitable for children aged 5–6 years old and includes content such as perception of sets, recognition and addition of numbers within 10, preliminary knowledge of geometry, knowledge of quantity (including recognition of currency), as well as time and spatial knowledge.