Teaching arithmetic to children

THEORETICAL TEACHING OF ARITHMETIC FOR CHILDREN. HOME simple to complex mathematics is a course be practical, as primitive principle of necessity. Therefore it is necessary that teachers consider one of the oldest clauses, among those who are dedicated to teaching. "The principle of education can flourish forcefully, projective base form weak consciences, ie children?. This is the main reason for this treaty. NATURE. The nature of the definition given by teachers of primary age in the area of ​​mathematics. It is that which is the set of all that exists. The teacher should ask each of the children who understood nature. Here we apply a bit of pedagogy. When the first child to give a definition that fellow should write to them seemed more interesting, because remember we are talking about children. But should not socialize until every one of them has exhibited his idea or concept. Given that each time a child offers a definition all should practice scoring exercise. This will not have time to disturb their classmates.

"Important? the state must be in academic programs for children or a subject matter that is named. Theoretical mathematics. To allow the children a lot of time staying close to mathematics. They need to see After another subject or subject other than mathematics. At the end of time this matter will return to see the mathematics, but this time is that which is purely practical. When the teacher finishes the exercise of the definitions, there to socialize. This time the children will vote choose the definition they see fit. It's about having fun. Then the teacher will make them see the children that everything has a method. And that the accepted definition of nature is one that is the set of all that exists. I will go ahead with you. Discuss two key tasks, one for boys and one for the teacher. The children, should investigate the concept of nature, whole existence. Apart from that a concept should be on each of these concepts, namely, his own definition, the first three. The 3 seconds with the help of their parents, if possible.

The last 3 concepts with the power of his own reason. A very simple if they are consistent with little or language does not matter. As well they develop logic, reasoning, language and reasoning. Ie that are 9 + complex coceptos.los first 3 plus 3 seconds with the help of parents + 3 third and last = 9. Three of these examples should be represented by drawings or conceptual maps. "BENEFITS? over time, children learn to make new things from the foundation of the method. Will become more critical and more confident, feel that they will one day be fully capable of new things in every science, art or profession. Teacher's task: The teacher will make a preliminary investigation on these three concepts. Nature, whole existence. Then make a logical union of these 3 concepts. 2-2 and 3 to 3. Of how they relate to each other. MELO JOSE ORLANDO ORANGE TRAINERS IN THEORY basic math 1 When the teacher has done the little research, make the exposure to its students. Clearly explain these concepts mathematically and philosophically children. Here is where you show your work as a teacher and educator.

Since it must take these concepts from the area where they are complex. And bring them down to a common sphere, viable and understandable to children. That this matter seems serious business for children, which has a method and analysis, but they also seem common and is seen every day in practice, a lot of fun. The way how teachers will, I shall not, because machines do not deal with. Here we must rely on the professionalism of the universities and teachers. I just give the method and form for teachers to be trained through this treaty in the field of a mathematical theory that would become superior. If college students do this kind of exercise is children, and future potential mathematicians and thinkers and future projections. Understanding the logical union of these 3 concepts. 2-2 and 3 to 3. Of how they relate to each other. EXAMPLE IS. NATURE, TOGETHER, EXISTENCE. 1. Nature and Nature 2. Nature and whole. 3. Nature and existence. 1. Set and Set 2. Set and nature. 3. Joint and existence.

1. existence and existence 2. Existence and Nature 3. Existence whole. NOTE: both the teacher and children should do all the exercises. The master in complex ways. Children simply. What is the relationship between nature and nature and how depends on each other for the reality of things? Concept map and short and precise definition. What is the relationship between nature and range and as dependent on each other for the reality of things? What is the relationship between nature and the existence and the dependence of each other for the reality of things? And so on the order of the scale. So busy walk children to reason and experience. Because to do conceptual map and define short and precise. The graduate should know how to teach basic math and theoretical mathematics. 1. postulates nature and nature. 1. nature depends on itself as a principle of identity. 2. nature despite the different energy levels to keep the property as a natural object. 3. Nature is the material support of physical systems. MELO JOSE ORLANDO ORANGE TRAINERS IN THEORY basic math 2 The teacher should first explain that in a complex manner and following the simple and stress that this is very simple.

Using examples if you want, biology, mathematics, physics, philosophy. Etc. "GENERAL CULTURE? But the goal is to design a spatial field of logic in the minds of children. This subject shall be given the primary grades 4 through grade 8 °. Total 5 years. In the ninth grade must submit their thesis in relation to this subject they saw. "Degree Requirements? 2. nature and assumptions set 1. nature is a set with the whole. 2. nature is a set of transformations. 3. nature has sets of finite and infinite objects. 3. nature and existence postulates 1. nature is a kind of existence. 2. other types of existence are contained in other types of nature. 3. Nature is the support of physical systems that show what exists. "SIMPLE TASK? 9 postulates apply to the basic concepts used in the teaching of arithmetic. Such as: body, natural phenomena, volume of bodies, bodies limit, area, distance between two points, length, distance, body dimensions, quantity of matter which comprises a body, mass, material and weight. NOW LET'S TALK ABOUT THE ADDITION.

The addition is increased obviously something that tends to increase the quantities and not diminish them. A -------------------------- B Is a graph of these may represent an addition? We always and teachers we place the letter A with respect to the alphabet. Therefore, point B in this case would be greater than A. In this way we can imagine that the letter "B? Is the number zero" 0? Allowing us to conclude that the letter "A? will be on left side of "B? as a result would represent a subtraction. What would form an immediate contradiction. TEACHER: The teacher must teach young students as they sometimes or most of the cases fall into contradiction. Since the level of mathematics. space and time should not be set aside. For those who are learning by faith would think that with the above example we expressed the addition, and was not well represent a sutracción. A ----------------------- B to this letter "A? must be "0? in this way the letter" B? right quedaria representing an amount that is offset from zero in the positive direction, whatever their displacement in this sense represents a valuable addition.

MELO JOSE ORLANDO ORANGE TRAINERS IN THEORY 3 basic math question that the teacher can pose to their students is whether we say or write 1,2,3,4,5 etc, how long it took to utter or write those numbers obviously represent numbers? As this issue requires practice, do the exercise and play with the times. Something very educational. Then the teacher should show that at immediate practical pronunciation or writing. Things are much faster, since they carry on their existence a mechanical principle of mere experience. As we develop this exercise, we begin with the theory of the practice. Once a number is one that is modified in the following number eg 1, 2 and so on. The numbers are not immediate are those that occupy more space and would not be so practical, having limited time on earth. Ex: 1.1, 1.2 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9 and finally "2" but obviously these spaces and times exist. There are in essence the number. If children learn that there are immediate things in nature as there are those who are not immediate, will advance science and letters.

USING THE SAME THEORY. 1, 2, 3 4. If we write these numbers or the pronouncements are immediate except that we represent a limitation, other shows that we are finite. And the infinite is much easier to determine by quantitative measures. If the number 1 way to 1.1 and 1.2 and thus in the order given above. Would also be limited those numbers and making them finite. But if you look carefully you can form a representation 1.1111111111111111111111111111 infinite never come to an end but limit it. As we are in the daily time, we need things to be immediate. For this reason we limit this kind of entities. But this requires two courses namely the arithmetic practice and theoretical arithmetic. In this case I deal with the theoretical. The teacher explained this kind of theory conformable children at their discretion. Not mine. So there must be academic freedom. These examples apply for addition and subtraction.

BODY: Body talk involves thinking about many things to see. Since the body that speak of a universal representation element. EJ: If we say "the animal? and not a predicate to add this item to learn more reference points, we can think or ask what animal talk? Evidentementre Well there are many. Not to enter archaeological and biological categories mention three. Terrestrial, aquatic and aerial species. Now if we can speak of a body. When the start body said, it only becomes universal concept itself. Since the lock body is talking about the same number of species in one genus. How many bodies do you anticipate? A lot. many chemical combinations can exist. Example: mathematical body, body of revolution, the corpus luteum, and so on. The first is what really interests us. But it is important to at least add the sense of the latter two. The body of revolution is a solid figure that is generated by rotating a plane figure about a line called the axis. For example, the sphere and the cone are bodies of revolution: the sphere is obtained by rotating a circle around one of MELO JOSE ORLANDO ORANGE TRAINERS IN THEORY 4 basic math Their diameters and cone to rotate a triangle around one of its legs.

corpus luteum: Also known as yellow body, yellow mass formed from the Graafian follicle. Appears in the ovary after ovulation, during which generates a number of hormones, particularly estrogen and progesterone. In pregnancy, the corpus luteum grows to the beginning of the third month of pregnancy, maintains its hormonal production function and then slowly fades. If the egg is not fertilized, the corpus luteum disappears and the resulting decline in hormone production triggers menstruation. NOTE: The first sense is mathematical, biological and chemical second. To which many mathematicians and graduates say, and that has to do with the other sense. To which I answer them, that the general culture is important. The Teacher: The teacher should teach through geometric shapes to children, saying that geometric figure, talk about something universal. But if we say triangle or circle the question changes dramatically. Example: A triangle or a circle is finite and determined by him and his name. Ie which does not contain all geometric shapes. Because they said geometric figure. And if triangle or circle. But may be infinite if we take the same circle and triangle and put it in figures of the same species, but smaller each time, to the point that there be no, and yet he must teach children that through the imagination.

Within an infinite circle can fit smaller circles, until it becomes an infinite element. Well, physically they can show up that does not fit any figure in the drawing children to do with the compass and square. Or the graphic that shows the computer. These exercises will show them. NOTE: Figures and pedagogy and how to make these proposals a bit complex and simple to make the children understand, perfectly. It is according to the method of the teacher. Method that does not give, as it must always be academic freedom. The teacher should not become a machine, as is happening today. The Master: You can also advise children to study adequately and application, this course is responsible for addressing the grammar, semantics, spelling, etc. That is the linguistic study of language and of language. Because indirectly through the previous lesson was teaching them the importance of mentioning either the subject and predicate as the ratio of these two do go a lot. With this kind of attitudes among teachers can help each other, in the beautiful work of teaching.

The teacher should allow children to form a concept that they think of the word body. Sentences that are mild and do research with their parents about the word body mathematician. For it must teach the child to be creative and not just consumers of knowledge, since we speak of rational beings. MELO JOSE ORLANDO ORANGE TRAINERS IN THEORY basic math Math 5 Body: Body (mathematics), a set of elements that can perform operations that satisfy certain properties. All the fractions formed with whole numbers, together with the operations of addition and multiplication, form a body called the corpus of rational numbers. Many of the characteristic properties of rational numbers are true for other bodies, even if the elements and operations for these other bodies are completely different. Natural Phenomena: Natural phenomena are manifestations of the transformation that happens to matter. I think it is a good definition, short and precise. The Teacher: The teacher may develop addition and subtraction. And make the children watch as the addition or subtraction of a number affect the outcome. Well you can use the same numbers for addition and subtraction.

They observe that one when the same numbers, the transformation is evident. Example: 56 56 + 43-43 99 13 ---------- ---- ------------ The Master: The teacher will make the kids do addition and subtraction with the same numbers and then analyze the results and express what they think happens to the result. If they were coins that her parents were to give them, choose which operation. Like most favored is the best addition. Let's change the question. If you had to make the number of tasks that appear in the operations which would he choose? Obviously choose the subtraction. This can be a very educational game. Here again can be put to the test the teacher's pedagogical tools. The other teacher to show them that their thoughts are also transformed or changed. This will make way for the teacher to teach them through examples and tasks as physical things change and can be measured by numbers. Volume of bodies: The bodies themselves have volume, and this in relation to their subject matter and mass.

For example, the volume of a three-dimensional figure is the number indicating how much space it occupies. It is expressed in cubic units. Water can express similar things since the fractions measured by cubic. When we hear the words solid, liquid and gas. We can imagine and see how each of them represents volumes of bodies. The solid state we can find three dimensions and a derivative. Height, width, length and depth. The liquid state we can find properties in relation to the existing liquid class. Vapor pressure, boiling point, heat of evaporation, heat capacity, the volume per mole, viscosity and compressibility. It also examines how these properties are affected by temperature and pressure. The gaseous state, we can say that elementary particles are less stable. And they are much faster. Of course not in all cases. Since gases are well below levels of movement, but this time try those. That in particular are affected by stress as a result of temperature. The Master: The teacher will teach children to make figures of clay, cardboard and other items.

And then will take the respective measures. In order to observe small as mathematics is related to physical existence. This stops the solid state. In addition the teacher can teach children the basic geometry from these games. For the liquid state the teacher may ask children to bring containers to handle a large extent cubes. To fill the emptiness of the containers. Then you can with a sprig of the same size plastic container opening to a hole in the bottom center and a stopwatch record the time it takes to quit. They can analyze the time and cubic measures. On the other hand. No need for children to operate chemical or hazard. The teacher can get steel containers have the same caliber in the gruesor, but with different sizes. After driving a standard boiling water will boil. In order to calculate how long it takes to evaporate the water, depending on the cubic centimeters of such containers. Children from a distance see the steam. The teacher and show them the empty container from a distance. These tables are made of measures or data.

And they can be very simple. As can be handled through minutes. It is important that the child is unaware of the risks. There will be an age to work in laboratories. It is important that the teacher will show the children how this class of phenomena can be fastened to mathematics. These experiments and many experiences, are owned free and Chair of teacher. Why I insist that teachers must not only comply with what they teach in college, you should investigate the theories and experiments in physics, chemistry, and by putting the science of thought, philosophy. Limit Corps: It is said that a body has limits when their matter is defined or contained by its physical state. However it is not so easy to find the limit of a gas. But whatever the state of matter, physical element has its own finite limit. It allows you to differentiate yourself from other bodies. Asked the master: The master probe these questions and those that arise in your mind. And take the complex area of ​​the sphere innocent, natural and simple in which children live.

1. What cool things can be called a being limited to basic math level? If a few items if they can call limit? because these elements show the limit of something? In case the limit on things math is important? They lose their limited mathematical elements, being infinite in its essence? MELO JOSE ORLANDO ORANGE TRAINERS IN THEORY basic math 7 Do most mathematical elements are finite or inifinos? For basic math which of the two above items are most important? What kind are the immediate things or those that are not immediate? Mathematics is important to know things? Mathematics is an art or a science? This kind of questionnaire is important because children need to make critical beings. Beings of reason and thought, mercy and compassion. For the teacher must not only convey a science or an art, it must convey an essence, leaving a legacy in his students, the beginning and the human. So we should not allow companies to keep the man away more and more of its natural state, since all they do societies is to make it more miserable than ever.

However, the flowing sighs with pretensions to greatness and superiority, nothing more hypocritical and contrary to the primitive nature of which we had never had left. First of all we need to be humanists. Bibliography: Aurelio Baldor Baldor Algebra r, the author of the book that awakens terror in high school students from throughout Latin America was not born in Baghdad. Born in Havana, Cuba, and most difficult problem was not a mathematical operation, but the revolution of Fidel Castro. That was the only unfinished equation of the creator of Algebra Baldor, a quiet lawyer and mathematician who was locked up for long hours in his room, armed only with pencil and paper to write a text from 1941 terrorizes and enjoyed by millions of students throughout Latin America. The Algebra Baldor, even more than Don Quixote de la Mancha, is the book most consulted in colleges and schools from Tijuana down to Patagonia. Dark for some, for others and definitely mysterious undecipherable for teens trying to solve their "miscellaneous" in the wee hours of the morning, is a text that remains in the minds of three generations who are unaware that its author, Aurelio Baldor Angel is not the terrible Arab man who observes with disdain calculated intimidated students, but the youngest son of Gertrude and Daniel, born on October 22, 1906 in Havana, and the bearer of a name which means "golden valley" and traveled from Belgium to Cuba without touching the land of Scheherazade.

Baldor Baldor the great Daniel resides in Miami and is the third of seven children of the famous mathematician. Investment consultancy and finance man, Daniel lived with his parents, his six brothers and the selfless black nanny who accompanied them for over fifty years, the drama that took umbrage with the family in the days of the revolution of Fidel Castro. "Aurelio Baldor was the most important educator of the island of Cuba during the forties and fifties. He was the founder and director of the Colegio Baldor, an institution that had 3,500 students and 32 buses on the street 23 and 4, in the exclusive residential area of ​​Vedado . A big quiet man, love of teaching and my mother, who now survives him, and spent his days devising mathematical puzzles and number games, "recalls Daniel, and recalls his father walking with his 100 kilos of weight and its proverbial feet high and ninety-five centimeters in the corridors of the school, always with a cigarette in his mouth, reciting phrases Martí and his algebra under the arm, then, instead of intimidating portrait of the Arab scholar wore a sober red cover.

The Baldor lived on the beaches of Tarara in a large, luxurious house where the sunsets are fired in a different color each evening and where the teacher spent his afternoons to read, create new math problems and smoke, the only passion that distracted by moments of numbers and equations. The house still exists and is administered by the Cuban state. Today is part of a foreign tourist village to pay about two thousand dollars to spend a summer week in the same streets that intersected Baldor "Che" Guevara, who lived a few houses from his own, in the same neighborhood. "My father was a devout man of God, the homeland and his family," says Daniel. "Every day we prayed the rosary every Sunday, without fail, six went to mass, a custom that was not lost even after the exile." Those were the days of wealth and philanthropy, Baldor days when occupied a privileged position in the social ladder of the island and who strive to deliver social justice through college scholarships and financial assistance for cancer patients.

Algebra of exile on January 2, 1959, the bearded men who were fighting Fulgencio Batista took Havana. Not many weeks passed before Fidel Castro was personally Baldor College offered the revolution and the school principal. "Fidel was to tell my father that the revolution was to education and thanked him for his valuable work as a teacher ... but he was already planning something else," recalls Daniel. The plans would have to execute Raul Castro, brother of the leader of the new government, and a warm September afternoon sent a detachment of revolutionaries to the teacher's home with orders to stop. Only a counter of Camilo Cienfuegos, who defended with devotion of student work Aurelio Baldor, saved him from going to prison. But barely a month after the family was left without protection Baldor, as Cienfuegos, on a flight from Camagüey and Havana, disappeared in a raging sea that swallowed him forever. "We're going on vacation to Mexico, told my dad. We met them all, and as if it were a geometry class with pinpoint accuracy explained how we had to prepare.

It was the July 19, 1960 and he was more somber than usual. My father was a man who belied his emotions, very analytical, a facade strict, harsh, but that day something mysterious in his eyes told us that things were not going well and that the trip was for pleasure, "says Baldor son. A Mexicana Airlines flight left them in the Aztec capital. Aurelio Baldor's breathing was agitated, restless, as if the Mexican air warn him he would never return to their island and die away in exile. The teacher, in addition to the pain of exile, bore another fear. It was infallible in math and never made a mistake in the accounts, so if you calculate it, the money was just to touch him a few months. Parthia accompanied by a monastic poverty already books could not resolve, then twelve years ago sold the rights to his arithmetic to algebra and Cultural Publications, a Mexican publisher, and had invested the money in their school and country. The fight began. The Baldor, including the nanny , patiently parked for 14 days in Mexico and then moved to New Orleans, United States, where they encountered the ghost of apartheid alive.

Aurelio, his wife and children were white and had no problems, but Magdalene, the nanny, a superb Cuban mulatto, had to separate them if they boarded a bus and arrived in a public place. Aurelio Baldor, heir to the libertarian ideals of José Martí, did not support the deal and decided to take the family to New York, where he managed accommodation on the second floor of an Italian property in Brooklyn, a neighborhood consisting of Puerto Rican immigrants, Italians , Jews and all the gloom of poverty. The teacher, chilly by nature man, suffered even more by the lack of hot water in your new home, the desolate landscape that he perceived from the only window on the second floor. The aristocratic family out to dinner to ministers and great intellectuals of all America to the beaches beautiful home in Tarara, was condemned to live in exile, crowded in the middle of neglect and squalor of Brooklyn, while the revolutionary junta declared Baldor College nationalization and expropriation of the director's house, which served for years as a revolutionary school to form the famous "pioneers". The fate of the school was different.

Today it is called Spanish School and Study 500 students belonging to the European Union.