Can Math Be Fun?

Can Math Be Fun?

All math games, math experiences and activities that the child makes with his family and teacher should be presented to him as part of his life.

Imagine that a child is trying to deliver the rabbit in the labyrinth he found in the Sunday supplement of the newspaper to his mother.

Imagine a child trying to find 8 hidden beetles found in the magazine by competing with his mother…

Imagine that a child is trying to find 7 differences between 2 pictures that he sees on the internet with his father. 1, 2, 3, 4, 5, 6, 7! "I found this, this ... I also found this, 5!" Before his father, he finds the most, jumps from joy…

Little champion!

Imagine that when he goes to the market, he is trying to find out what he can buy with 2 TL in his hand. He's very excited because he's going to get something for the first time… He asks everybody he's captured, “Can this be bought with this money?” Trying to solve the equation…

He has to calculate… First, it comes to mind to compare the price tag on the product with the 1 TL text on the money… Then, he solves 1, 1 more 2 items, and this is shown with 2 icons… Here it is, detects 2 TL products and decides what he wants most. informs her mother about her decision ...

Imagine that a child is trying to complete sudoku paintings consisting of pictures of Olive and Lemon, which he just bought with his brother.

Imagine a child, when it is time to play in the garden in the kindergarten, the class rule is "If it is above 36 degrees, it will not go out." he remembers the rule. “3 and 6 must be side by side,” says one of the kids, and they run and look at the thermometer that shows the temperature outside. But he writes 3 and 7. What does this mean? Can't solve… The teacher says we can't get out. Imagine a child counting how many friends came to class in the morning in a large group meeting. The child can count up to 20. However, in the classroom for 20 people, he finds that 17 people are coming. So he says, Ali, Ayşe, there is no Deren today, so 1, 2, 3… And there are no 3 people means 17. This means the number 17 is less than the number 20 ... So 7 is greater than 6 ... So 37 means warmer than 36 ... Can not go out ...

Imagine that a child sees an egg while playing with his older sister in the garden. He says, “Where did this come from? Which animal can have eggs? ” With her older sister, she photographs the egg. They also measure with a small ruler. On the ruler, the length of the egg coincides with 2. When they do research on the internet with keywords such as “Egg, size and 2 cm”, they come across an article they want. "Request! These are 2 cm eggs! With its color and appearance, this egg is very similar to that of a soldering iron. ” says sister…

Imagine a child will go to the family with his family. He will play with his favorite friend. Very exciting. "When will we go?" she asks, every 10 minutes. His father points to the clock and says that when he shows the time they will go to the guest on the figures, when the clock is 1 and a half, that is, 6 is long and 1 is short. The child follows the scorpion, minute hand and numbers carefully…

Imagine that a child accumulates the seeds of the fruits that you ate in the classroom for days and arrange them on paper towels to dry. Mango kernel, apricot kernel, cherry kernel, melon kernel, even fig kernel ... Then, the teacher writes from 1 to 10 on a large sheet of paper one after the other, and the children stick the same group of kernels across each number. Finally, a graphic is created from 1 to 10 of the kernels classified according to the fruit to which they belong.

The teacher hangs this graphic on the wall of the classroom. In order to provoke the children, to look and look and ask new questions ... For example, maybe a discussion about the size of the nuclei will start in the future, teachers give a ruler to their hands, they measure together. Especially the nucleus of this mango, what is it going to do, will excite this huge, precise child!

Imagine a child is lining up the cubes in his hand from top to bottom, but watch out, if he doesn't put it right, the tower will be destroyed! The boy plays this game with his brother, but every time his older brother surpasses him, but he is older than me, one day I will succeed, he says. Her brother tells her the secret of the job. The boy listening eagerly.

Imagine that a child is playing age-appropriate dice games, reading fun math books, and even participating in math contests. Her teacher distributes colored papers cut into triangles, squares and circles to random children. He opens the music, the kids start dancing. When the sound of the music is turned off, those who have a triangular paper in their hands run with joy and seek other triangles; square ones are looking for square ones; the circle ones find the circle ones and the first group to win wins. This time, the teachers point to the color of the paper they have. Music opens, children dance. The music is turned off and the reds rush in the classroom to find each other, the blues find the blues, the yellows find the yellows, and the first group to win wins. Now it is called an activity that will force preschool children a little bit. "Children! You will look at both colors and shapes. ” The music turns off and the children try to find their friends who are suitable for both color and shape. We had a hard time but had a lot of fun. :) This boy is happy, this boy's eyes are looking at mathematics with bright, curious and loving…

Dear parents, children learn according to the Active Hands-Mind-Heart rule. So, if he does it, if he touches something, if he turns on and bumps it again, in short, he actively uses his hands and body, he has different, fun experiences and enjoys it, he really learns if he needs to use his mind. This information that he has learned becomes permanent. It does not go away easily.

What did the child achieve in the examples above, let's see:

He learned to count up to 20.

He gained the concept of less-than-missing-more, not only counting the numbers, but also began to understand the value of the numbers.

Thanks to this, he began to perform simple addition-subtraction operations.

Spatial, that is, 3 dimensional intelligence developed in mathematics.

From scientific process skills in mathematics, he started using measurement skills.

He began to make sense of the figures on the clock, on the thermometer, on the ruler, on the scale.

He started to use classification-graphics skills, one of the scientific process skills in mathematics.

He started to learn geometric shapes.

Above all, this child had a lot of fun and this child learned by doing-living.

What was the secret of success in the examples above, let's see:

All math games, math experiences and activities that the child made with his family and teacher were presented to him as part of his life.

In addition to child mathematics, he also gained from other disciplines. Because all disciplines are presented integrated with mathematics. Because real life appears invisible and integrated to children, disciplined by discipline such as science, mathematics, Turkish, art and music.

In addition to the acquisitions of the child in the field of cognitive development related to mathematics, he also gained from other developmental areas. Because other areas of development were presented integrated with cognitive development. Because the child is a whole, it is inseparable as cognitive development, language development, social development, physical development.

The child was not forced to learn mathematics by force. It was provided that the child needed mathematics.

Rich, interesting, fun and meaningful environments were created in which the child will use and learn math.

Games and experiences suitable for the age and development of the child were prepared.

Important Reminder: This content has been prepared by the relevant expert advisor to inform our audience. We recommend that you consult a medical doctor or specialists working in the field of child education and psychology in any matter related to your or your child's health.