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AGE 6-12+ GEOMETRY, MATH
& INVENTION: MATH In the elementary class stories are told and experiments carried out to show children how humans used their imaginations in the past, and how they are using them today, to solve problems and come up with great inventions—the use of fire, measuring the earth, compasses, boats, and many others. They see how inventions, geometry and math came about as the result of human progress, to meet specific needs. Geometry, for example, arose from the practical need to reestablish planting boundaries after the annual flooding of the Nile in Egypt. In "geometry," geo stands for earth, and metry for measure. Children of this age love to reach back into history with their imaginations and reconstruct these needs and solutions and the creation of systems of learning. The Hindus introduced the use of "0." Let the child try to do math without it! Where did algebra, calculus, trigonometry come from? They want to know! Children are inspired by these stories, and by examples and pictures, to find out more. Children come to realize that mathematics has evolved and is still evolving from a practical need. Math, graphing, fractions, all become logical tools for recording and measuring, and algebra a short cut for recording. © Copyright Michael Olaf, 2004 |
INTRODUCTION We encourage children to make up their own problems—especially story problems related to their lives and the subjects they are studying—for themselves and for their friends, in order to come to a very practical and clear understanding of geometry and math. Children enjoy making up problems for each other, and examples that stump their teachers. This process of math concepts makes them stick in the child's mind. With higher math, geometry and algebra, we give many practical examples and help the children come up with their own formulae after much experience. For example, if a child measures all of the rectangles in the room—tables, windows, books, etc. for figuring surface area, he will easily create, and even better understand, the formula "A=lw." For each grade level, from 1st through high school, the children are shown the state requirements of math, just as any other subject. Then they learn to plan and schedule their work. It is left to each child to decide the best system and schedule, through trial and error, and with adult help, depending on learning styles, and interests. This teaches the math of planning, scheduling, allotting sufficient time, and it teaches responsibility. When children are given this solid, material foundation, and see the relationship of geometry and math to the real world, it makes it easier for them, in later years, to spend long periods of time working on paper. This is because they know that these steps are just that—steps which will take them to a new level of understanding in the exciting world of math and science. |
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TEXT - To return to the Child of the World main page of the philosophy and practice text, go to: michaelolaf.net/ /1CWhome.html PRODUCTS - For "Age 6-12+ Geometry & Math" products, go to: www.michaelolaf.com/1CW612math.html The products selected by the Michael Olaf Montessori staff are very different from those commonly available for children. They are made of natural materials whenever possible; they are beautiful; they meet an important developmental need; and they have proven themselves over the years, or have been well-tested to meet the highest standards. Products which support this section of Child of the World, Essential Montessori for Age Three to Twelve, include: manipulative materials for building geometric shapes, a geometry templates and books with experiments in geometry, a real Chinese abacus, wooden decimal or base ten materials, hollow volume figures, manipulative fraction materials, a book with math activities, books on mathematicians and the history of math, inventors cards, books on inventions, math teasers, and other math subjects. If you would like to order a copy of Child of the World to read at your leisure, and to share with non-internet friends and associates, please see http://www.michaelolaf.net/ordering.html Return to the Michael Olaf home pages: |
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