Consultation for parents “Mathematics is interesting”

Consultation for parents “Mathematics is interesting”

You often hear a child, approved by an adult, declare that he can count to 10, to 20. When he starts counting, he is in a hurry and misses numerals. The adults give him hints, and the child mechanically repeats everything they say. The question arises: Does the child really know how to count? Of course not. Here we see a mechanical memorization of numerals, behind which there is no main understanding. It is certainly necessary to teach preschoolers the basics of mathematics. This issue is especially acute now, when teachers and psychologists are tasked with creating the prerequisites for the transition to teaching children from the age of 6. A preschooler must be taught in such a way that the world around him becomes clearer.

Parents are called upon to help him with this, to show him significant interdependencies, to teach him to reason, compare, and contrast. Note that most parents, first of all, teach their children to count to 10, 20 and more. We'll have to upset them. Most often, such knowledge of children is useless, because the child has mechanically memorized the names and order of numerals and has practiced so-called abstract counting. As a rule, children have no idea of ​​numbers.

How should you teach your child to count?

How to ensure that counting for him is not a set of words memorized in a certain order, but remains based on understanding the meaning of the number? Even in the younger group, the child learned to define different numbers of objects with the words “one” and “many.” At the age of 4 to 5 years, the kindergarten program provides training in counting to 5 based on comparison of 2 sets. So, for example, having homogeneous toys, you can show children that we have many animals, but among them 2 hares are less than 3 bears; 1 fox is less than 2 hares. There are many dolls. Offer to find out: “More small dolls or big ones.” Acquaintance with each new number is carried out on the basis of comparison of 2 sets. You place two rows of objects so that each of them is strictly one below the other. The child, comparing the number of objects, without counting, determines where there are more and where there are fewer. After this, you name the new numeral. There are 1 green cubes, and 2 red cubes. 2 is more than 1, 1 is less than 2. In the same way, introduce your child to the numbers 3, 4, 5.

Do not forget:

Our goal is to form a child’s understanding of numerals and the natural series of numbers by the beginning of school, and not just teach him how to count. To count, you need to take objects without distracting details, the objects must be interconnected (Christmas trees - mushrooms), (butterflies - flowers). Items should be familiar to children: buttons, sticks, etc. (no decorations). Show the children that it is more convenient to count objects with the right hand in the direction from left to right; while counting, each word - numeral must be related to only one object (the objects being counted are not named), teacher's demonstration. It is very important to teach the child to understand that “three” in this case does not refer to the name of the last object, but to the entire group of objects counted. You need to name objects, coordinating their name with the numeral in gender, number and case: “There are 2 cubes”, “There are only 3 apples”, “There are 5 mushrooms on the card”. First the numeral is called, then the noun. When a child learns to count objects, he can move them with his hand. Then you can move on to counting without moving your hand - visually.

For counting exercises, you can take different visual materials: toys, and later geometric shapes (circles, squares, triangles). Exercises need to be varied and set different tasks. For example: an adult puts 2 nesting dolls and 2 pyramids on the table. You ask: “How many nesting dolls are there?” How many pyramids are there here? “Which toys are there more? Less? How to make more pyramids? (does) Do it? How many pyramids are there? What toys are there fewer now? Why? How to make sure that there is an equal number of toys again.” Similar exercises can be done with different toys, outdoors and with natural materials: twigs, cones, pebbles, sticks, etc.

Focus on your children's actions

, the way they answer the questions you ask. Don’t rush your child and don’t rush to give advice yourself. Let the child develop his thinking and learn to be independent.

Show the children that the number does not depend on the size of the objects (2 adult chairs and 2 children's chairs, 3 large and 3 small dolls). Children often associate the number of objects with their spatial arrangement; they think that if some things take up a lot of space, then there are more of them in number than those that take up little space. The following exercises are needed: when you ask your child to count 2 groups of objects, arrange them differently.

For example:

in the top row there are 3 Christmas trees, located far from each other, and in the bottom row there are 4 fungi - closely located. What are more mushrooms or Christmas trees? How can you find out? You can count, or you can do it another way: put one mushroom under each Christmas tree, etc. teach your child to count or bring the number of objects you indicated: count out 3 buttons, bring the same number of cubes as I put on the table? Bring as many pyramids as I drew Christmas trees? It is useful to count objects by touch, with your eyes closed (how many potatoes are in the bowl? How many berries did mom put in her hand, etc.). Children will be happy to count the sounds: How many times did she clap her hands? How many times did you hit the drum with a stick? Place as many cubes as you want, how many sounds can you hear? You have to count out loud - 1, 2, 3.

To reinforce children’s quantitative concepts, play the following games with them:

• “WHAT HAPPENS IN 2?

Purpose of the game:

Practice children counting to 2.

Place 15 - 20 sticks on the table. The adult and the child take turns naming those items that always come in only 2 (shoes, stockings). For each correct answer, the player takes 2 sticks from the table.

Rules of the game:

1. If the answer is incorrect, you cannot take the chopsticks.

2. Each player counts the winning sticks independently.

3. The game ends when there are no sticks left on the table, then the players compare the method of applying the stick and determine the winner.

The game can be simplified: name objects, of which there can be 2: cucumbers, pencils, etc.

Make it more difficult: name something that does not exist in twos: paws on a cat, noses on a person, legs on a stool.

When the child gets acquainted with other numbers, you can play similar games: “What happens by 3, by 4.”

• "ORDER"

Purpose of the game:

Exercise children in the ability to count objects according to the named number.

The adult names a number familiar to the child, and the child brings the same number of toys. Then the child names the number, and the adult carries out the assignment. The correctness of the task is checked by the one who gave it. For each correctly completed task, the player receives a chip (small object). After the game, the number of chips collected is compared and the winner is determined.

Rules of the game:

1. The number is called only once.

2. The one who incorrectly fulfilled the order performs it a second time. An adult needs to make mistakes, but no more than by one (bring 5 items instead of 4).

Continue to teach children to distinguish and verbally indicate the size of objects. If the child is good at comparing the size of 2 objects, practice comparing the size of 3 objects.

Main attention

should be aimed at the size of the average object. The tale “The Three Bears” will help you well. Ask your child: Who is the biggest? Who is the smallest? How big is Nastasya Petrovna? Offer to choose chairs and dishes for them. Show your child 3 colored pencils of different lengths. Ask about the medium pencil. What is its length? (Medium) Long, short, shorter, longer - introduce these concepts.

Compare the thickness of books with different covers. It will be easier for the child to explain what book we are talking about.

Teach your child to arrange objects in descending order of their size: large, smaller, smallest, then in ascending order. To consolidate children's ideas about size, you can use modeling, drawing, and appliqué.

Sample tasks: sculpt three mushrooms of different sizes, draw a tall and a low tree, make a pyramid out of circles of different sizes, etc. Play the following games with the children:

• "SHOP"

Purpose of the game: to train children in the ability to distinguish the size of objects, to actively use the words in speech: long - short, low, wide, narrow, large - small.

Toys and objects of different sizes are selected for the game, for example: large and small dolls, long and short ribbons, wide and narrow cribs, high and low saucepans. The adult is the seller, the child is the buyer. To buy a toy, the child must name its size: “Please give me a long ruler,” “I need a tall pyramid,” etc.

The basic rule of the game: a toy or thing is given to the buyer only if its size is indicated.

• "PUT IN ORDER"

Purpose of the game:

to train children in the ability to arrange objects in descending or increasing order of their sizes.

There should be 10 - 15 objects of different sizes on the table (rings, pyramids, nesting dolls, paper mugs). At a signal, the adult and the child each take one object and arrange them by size (from smallest to largest and vice versa). The order of arrangement is agreed upon in advance. The winner is the one who, placing objects in a row, made fewer mistakes and completed his row faster.

Rules of the game:

1. Take one object at a time.

2. The selected item cannot be put back, but you can change its location in your row.

Children are already familiar with geometric shapes: circle, square, rectangle, triangle. Reinforce children's knowledge about shape in different types of activities: ask them to draw a square handkerchief, a rectangular towel, a quadrangular and a triangular flag. Teach children to correctly name the shapes used in construction: cube, cylinder, ball.

To reinforce children’s geometric concepts, play the following games:

• "FIND THE TRIANGLE"

Purpose of the game:

to train children in the ability to distinguish a triangle among other geometric shapes. Before the start of the game, each player has 15–20 different geometric shapes, including 8–10 triangles. At a signal, the players select triangles and place them in a row. The first one to select all the triangles wins. The game can be changed: choose squares, rectangles, circles.

• "WHO IS FASTER"

Purpose of the game:

exercise children in recognizing familiar geometric shapes.

Before the start of the game, each player has 10–20 pieces of different geometric shapes. They are mixed and covered with a sheet of paper. At the signal, each player opens his pieces and places them in a row: a row of squares, a row of circles, etc. The one who lays out 4 rows faster without mistakes wins.

Rule of the game:

start laying out figures only after the signal.

Continue to train children in the ability to navigate in space. The most convenient way to do this is in everyday life, giving the exercise a playful character or the form of an order: “Go to the sideboard and bring the cup that is on the right,” “what do you see to your right?” etc.

Children should be taught to navigate time, distinguish between parts of the day (morning, afternoon, evening, night); use words: today, yesterday, tomorrow, quickly, slowly.

Draw the children's attention to the changing parts of the day: evening is coming, it will soon be night, tomorrow we will go to the cinema. We read this book yesterday.

By age 5

children must distinguish and name: circle, square, rectangle, regardless of the size or color of the shapes. Distinguish and name a ball, cube, cylinder, correctly use words denoting spatial directions and time.

If you want to teach your child to count, buy 3 types of small toys, 10 pieces each (ducks, mushrooms, etc.) or choose from natural materials (pine cones, nuts, acorns, pebbles).

MAGAZINE Preschooler.RF

(from work experience)

Completed by: teacher of MBDOU kindergarten No. 244 Belskaya N.V. Municipal budgetary preschool educational institution kindergarten No. 244 of a general developmental type in the Sovetsky district of the city of Ufa of the Republic of Bashkortostan

Our mathematics flies above the stars, goes out into the seas, builds buildings, plows, plants trees, forges turbines, reaches out to the very sky.

Yu.Yakovlev

“Mathematics continues to be the most time-consuming subject in school ,” teachers, parents, and students themselves say this. What about preschoolers? They don't know that mathematics is a difficult discipline, and they should never know about it.

Modern mathematical development of preschoolers is no longer considered as a complex methodological direction that implements the main task - preparing children for further education at school.

The main thing is to introduce children to the world of logic, i.e. to teach thinking, reasoning, guessing, analyzing, comprehending mathematical concepts, promoting interest in mathematics and self-confidence - this is the true purpose of the essence of mathematical development of preschoolers at the present stage. Revealing the wonderful world of surrounding numbers and figures, mathematics teaches children to think more clearly and consistently, develops the brain and attention, fosters perseverance and will, and teaches children to acquire knowledge. “Mathematics must then be taught so that it puts the mind in order” M.V. Lomonosov. The serious content of mathematical development can be absorbed by modern children if it gives them pleasure. Therefore, a significant role is played by the form of presentation, which evokes emotional coloring, ease, interest, and cognitive interest, which develops into the cognitive activity of the child. “You can only learn through fun... To digest knowledge, you need to absorb it with appetite” A. France. During mathematics classes, the children and I go to the amazing, fabulous Kingdom of Mathematics , travel around the islands, discover new countries. Here we are helped by a wide variety of didactic games ( "Geometric Lotto" , "Decorate the Mat" , "Logic Tables" ), games with words ( "Who knows - let him count further" , "Name the next day of the week" , "What is round..." ), games with geometric material ( “Columbus Egg” , “Tangram” , “Mongolian Game” , “Magic Circle” ), puzzle games, logical problems, proverbs, sayings, catchphrases, funny poems about numbers (S. Marshak, Z.Alexandrova, P.Bashmakov, V.Stepanov, V.Bakaldin), problems in verse, riddles, counting rhymes. Children love games with counting sticks. With the help of sticks they create not only familiar objects, but also fantasize about something unusual and original. Our parents helped us design a math mat (numbers on one side, geometric shapes on the other). On a magic math mat, we go on a journey to the forest, to the city of mathematical riddles, to the world of numbers. To visit Dunno. To consolidate knowledge about the sequence of days of the week, we made the “Seven-Flower Flower” , the “Collect a Day” , and pencil cases with geometric shapes for counting activities.

We consolidate knowledge in mathematics not only in FEMP classes, but also in other types of educational activities. So, in art classes, children depict objects similar to one or another geometric figure ( “Houses of the Three Little Pigs” , “Snow Family” , “Ribbon Decoration” ), in sculpting, children sculpt large and small balls, carrots, vegetables, fruits, They create geometric patterns on the appliqué, cut out a circle from a square, an oval from a rectangle ( “Teddy Bear” , “Tumbler” , “Building a House” ). In classes on familiarization with fiction, we read fairy tales by M.I. Stozharova. The attractive plot of fairy tales can be used for didactic purposes, connecting fairy-tale twists and turns and problem-cognitive situations. Here children learn to reason, think logically, and justify their chosen solution options. So, in “The Tale of How a Circle and a Square Went on a Hiking Tour ,” children select objects similar to one or another geometric figure; in the fairy tale “The Apple,” children divide a circle into two and four equal parts.

One of the types of educational activities are mathematical competitions, holidays, entertainment, quizzes (the “Catch-Up” , the “Granny Tricky” “Teremok” entertainment ). They require from participants not only knowledge, but also resourcefulness and ingenuity, and arouse genuine interest in children of all ages.

On a walk with children, we count leaves, pebbles, cones ( “Arrange leaves of different sizes” ), compare houses, trees, and draw with sticks on the wet sand on the theme “Funny Picture .

A lot of work is being done with parents. We invite parents to open classes on FEMP ( “Pinocchio is visiting us” , “1,2, 3, 4, 5 - we learned to count” , “An amazing trip to the country of Chisland” ), we conduct joint entertainment competitions ( “Competition sellers” , “Come on, little star, light up!” , “Mathematical Quiz” ), open house evening “Mathematical Toy Library” (joint games of children and parents using didactic games), introduced the tradition of the group “Weekend Game!” (children, if they wish, take one game home for the day off), we add information to the stand ( "Learn by playing" , "Country of Mathematics" , "Cultivate the joy of learning" , "Play with us" ).

Traveling through the fairy-tale country “Mathematics” , our children learn about the world around them, show their ingenuity, attention, courage, imagination, flexibility of mind. And we believe that upon entering first grade, our little person will retain within himself a spark of inquisitiveness and curiosity, a thirst for new discoveries!