Counting and Measuring

An Approach to Number Education in the Infant School

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Educational Psychology, Teaching, Teaching Methods
Cover of the book Counting and Measuring by Eileen Churchill, University of Toronto Press, Scholarly Publishing Division
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Author: Eileen Churchill ISBN: 9781442654709
Publisher: University of Toronto Press, Scholarly Publishing Division Publication: December 15, 1961
Imprint: Language: English
Author: Eileen Churchill
ISBN: 9781442654709
Publisher: University of Toronto Press, Scholarly Publishing Division
Publication: December 15, 1961
Imprint:
Language: English

The teaching of numbers in the primary grades is seen in this book as the foundation of the beginnings of mathematical understanding. Mathematics is taken to be a language, and the aim of its teaching is to make the pupil, so to speak, bilingual, or so to increase his understanding that he is able to translate a concrete numerical problem into the symbolic language of calculation. For a child taught along these lines, how much easier, for example, would be the transition from arithmetic to algebra!

Miss Churchill is fully conversant with the works of Piaget, Cuisenaire, Cassirer and other leading thinkers in educational philosophy, psychology, and linguistics. She has synthesized their concepts with her own experience and research at Leeds University, and, though written within the contexts of British education, her book should also have a marked influence on the teaching of young children in North America.

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The teaching of numbers in the primary grades is seen in this book as the foundation of the beginnings of mathematical understanding. Mathematics is taken to be a language, and the aim of its teaching is to make the pupil, so to speak, bilingual, or so to increase his understanding that he is able to translate a concrete numerical problem into the symbolic language of calculation. For a child taught along these lines, how much easier, for example, would be the transition from arithmetic to algebra!

Miss Churchill is fully conversant with the works of Piaget, Cuisenaire, Cassirer and other leading thinkers in educational philosophy, psychology, and linguistics. She has synthesized their concepts with her own experience and research at Leeds University, and, though written within the contexts of British education, her book should also have a marked influence on the teaching of young children in North America.

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