ERIC Number: ED204161
Record Type: RIE
Publication Date: 1981
Teaching Number Concept to Children.
Ogletree, Earl J.
The introduction of addition, subtraction, multiplication, and division to children is seen to require a compatible and sequential methodology. The sequence of learning is seen as: (1) physical action; (2) emotional involvement; and (3) conceptual learning. A learning sequence should involve the following steps: (1) connectinq number experience to physical movement; (2) connecting number experience to feeling and learning; (3) connecting number experience to seeing; and (4) connecting number experience to thinking. The entire learning process is outlined, and is seen to lead children from the physical to the feeling, perceptual, and conceptual experiences of numbers. Children who have attained the conceptual stage are viewed as having acquired the true sense and meaning of numbers. Further, the learning process is promoted as an active, rather than passive, response, where motor activity not only plays a major role but serves as a transitional vehicle. (MP)
Publication Type: Guides - Classroom - Learner
Education Level: N/A
Authoring Institution: N/A