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Mathematics in Preschool and Problem Solving: Visualizing Abstraction of Balance

机译:学龄前数学和问题解决:平衡的可视化抽象

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This article describes how children learn to distinguish variations of the concept balance when they have different kinds of experiences of feeling, making and creating balance. The focus of the study is how children in preschool develop the ability to think logically and creative by exploring balance as phenomena in everyday life. Empirical data were collected in two preschool groups with children that were 3 - 5 years old. By following the process the results show that children and teachers increased their awareness and developed an understanding of balance, its meaning and significance, through creative teaching—by playing different games, drawing, constructing and building. The results also show that creative framework in performing activities seems to enrich the collective learning process as well as using mathematical concepts to describe the abstraction of balance.
机译:本文介绍了当儿童有不同的感觉,建立和创造平衡的体验时,他们如何学会区分概念平衡的变化。该研究的重点是学龄前儿童如何通过探索日常生活中的平衡现象来发展逻辑思考和创造力的能力。在两个学龄前组中收集了3至5岁儿童的经验数据。通过遵循该过程,结果表明,儿童和教师通过创造性的教学(通过玩不同的游戏,绘画,建造和建造),提高了他们的意识,并了解了平衡,平衡的含义和重要性。结果还表明,表演活动中的创造性框架似乎丰富了集体学习过程,并使用数学概念来描述平衡的抽象。

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