The mental number is very old to many adults that they may not remember the instructions of such skills. It is important to know the Math Math skills such as charging fractions and decimals, or solve a variety of unknown, experts. Research It shows that the variables of numbers is closely related to financial successes later and the ability to solve problems presented in different ways.
Unlike the latest proof of learning in scientific learning, research and emphasis on the idea of ​​the number is not possible in the school and classes in the same way. Students spend a little time In the amounts of the foundation he is established in comparison with what it is drowning in learning; Basic teachers often find Minimum Training method of successful teaching; and schools use A few intervention For students who need additional statistics support.
Many American students fought math. According to 2024 National Assessment of Education DevelopmentAbout 1 of 4 Graders and 39 percent of the eight Gradars wins “below basic,” the lowest phase of the test. State test analysis It shows that a few countries have received students from the loss of pandemic mathematics, with jobs that are disadvantaged from low-income neighbors.
For those students who strive hard – including those found with dyscalculia and learning challenges – the lack of emotions of number often fulfills a major role.
“In the basic weaknesses of Mathematics, 80 percent or 90 percent of the periods of the uniform number,” Ben Clarke, the University of Oregon Clinform. “When we want students to access some of the most important mathematical pieces, then they need to build this understanding of numerical support.”
The Doug Cleartement, Kennedy Edowowed Sours in Childhood in the Childhood in the University of Denver, means many Americans fighting to see the relationship between numbers. “Children seeing 98 and 99 and arrange directly, draw the bar under the add-to-sign, and see eight and nine men,” said Confels. “The children that soon say, ‘That is 200 removing three, so,’ they reflect the sense of number.”
Even early in school, researchers can see students who can connect between numbers and use the best techniques to solve problems, just as there are students who start school.
And like reading, spaces between students are present on the first day of the years. Students from the lower salary and rooted backgrounds arrive at school for small mathematical knowledge than high-income students. The Boston College Psychologist and former Mathematician Elida Laski said the study found a moderate differences where families talk about mathematics and children before they reach school.
“Low-earned families may have thought about Math as small, including numbers,” said Laski. “While higher income families often think about math as a number of thoughts and around the daily life.”
This variety of thinking is playing that the students agreed with the flexible in the original primary school prices. In One lessonLask and his team found that Bendartegarten students earning higher income and first grade and used strategies to resolve problems with low-income students, who are very common to rely on calculations. The high-income students also had fundamental truths for mathematics committed to memory, such as One Plus Pulus response.
Remembering the advanced and developed strategies used by high-income students produced problems that work well and solve appropriate answers rather than counting. Also, when students from high-income families produced an incorrect response, it was often wrong than students who relied on techniques such as people as columns.
Laki said many earning low-income studies were fighting for adding because they did not have a strong understanding of how the basic Numbers work. For example, “when we ask, ‘Three times,’ we find answers as ’34, ‘” says Ulaski. “Whatever means practice mathematics, they have no foundations of understanding. They had no idea of ​​the number, in fact.”
Laki said the new level classes could be “directly” with students in teaching the understanding of the number, which is clearly working on multiple religious skills such as adding.
Clarke, the original researcher of the University of Oregon, agreed.
“Our understanding is grown over the 20 years, 25 years ago in practical teaching methods” to help students learn the feeling of number, Clarke said. “If you will only find an X of Kindergarten or in the first grade to support student development in Mathematics, children who do not respond to basic education – you should focus on what you do and what you give.”
But primary school teachers are often well trained in evidence of the best practices in teaching a number understanding. A Report 2022 From the National Council for the quality of teachers’ quality that the teacher’s training programs progress decade ago, they still have a long way to go. For their typical items, only 15 percent of the basic endergraduate programs receive an IA for a for a Acteight Standardized two statistics and pedagogy.
Teachers are often taught to look at the whole study statistics, a continuation of skills That takes students about primary mathematics, starting by reading and maintaining fractions and decimals – something some educational trainers help emphasize the importance of how first number of the number of the first number is connected to advanced figures. The grade level levels of focus can leave a big picture.
Both Standards of Normal Empire Colements, which worked in 2008 National Mathematics Advisory Panel and helped create the service of the Early statisticsDescribe those skills that continue. But many teachers don’t know about them.
Teaching Coach and Nizeleld Counselor, Deleted by Enizelel, Tennessee, said that he often worked with the teacher in understanding the order, how to use skills as a jumping-off point.
“When teachers are trained in the Maths of the Maths all these figures and how pieces improve since the year, they are able to teach their ranking pieces in the past and look at future pieces,” he said. “Learning Mathematics is about increasing and dubbing understanding of the unity, rather than a chronic list of elements that appear unresolved.”
Little students too Spend less time with numbersThe common appearance is only during the “mathematical,” instead of the books, reading and writing.
“I will usually get into the class with the walls of reading and writing all the walls, but nothing in number,” Nancy Jortan, the professor of the University of Delaware and the author of the “The intervention of the number descriptions. “” In the first distances, there are many ways to build a number of number without teaching time and – playing games, numbers of the classroom. Teachers can think of other ways to create these statistics statistics and associate them in formal understanding. “
On the latest Nashvilly Classical collar school, in Nashville, Tennessee, four teachers: “Lyle has 2,402 dogs. Lyle needs more?”
To solve it, the students were to ‘remove the international zeros,’ and then bring again the next value. Regular algorithm of removal is an important learning skill, said Schwartz said, but it could not be done well without a solid number.
The idea of ​​the number of elderly students has some of the same ideas of size and relationships, says Schwartz said, but the numbers became big. Students start the problem of removing and using 13 thousand four hundred four thousand to see the size of the numerical numbers in each area, for example, but easy to make matters.
SCHWARTZ, Teaching seven years, said that at first he did not realize how great the participation of the participation number is in counting large numbers. “Mental Number or Number of Worship or Number to agree to the numbers, has not been named” Curriculum, said Schwartz said. “We try to practice.”
Even a simple thing as counting large numbers, including hundreds and millions, some teachers say, can help improve the sense of number. Counting may seem simple, but for younger children it is basic and important. “These are biggest ideas of young children,” says Jordan.
Contact the editor of this story, Christina Samuels, 212-678-3635 or [email protected]
