Constance Kamii. In this report, Kamii shows that the Common Core math standards for grades K-3 are not grounded in the large body of research on how young children learn mathematics. She starts with the theory that math is made up of mental, logico-mathematical relationships. She has described many kinds of specific activities. She has also conducted systematic research to assess how well children understand mathematical concepts as a result of doing these activities.
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Part 1 differentiates between "science education" and "physical-knowledge" activities, noting that physical-knowledge activities involve primarily movements of objects and changes in objects. This part further discusses the rationale for their use and the objectives that determine the principles of teaching physical knowledge. Part 2 is an account of different activities: rollers, target ball, inclines, water play, and the pendulum.
Each activity is illustrated in terms of its planning, trial and evaluation. The actions of the children and the reactions of the teachers are also reported. The last part of the book stimulates the reader to go beyond the examples in the book and reveals how physical-knowledge activities can be invented and integrated into an ongoing program.
Some of the sources for new ideas are games, objects, and toys as well as chapters on art, science, music, and outdoor play in early education contexts. Free play, snack time, outdoor play, and other incidental situations are suggested as ways to integrate the activities. Part 3 concludes with pointers for each type of game presented in part 2.
More specifically, the book intends to show that the whole language movement is part of a larger revolution in thinking about learning and teaching, and to enable whole language advocates to explain, evaluate, and improve upon their beliefs and practices on the basis of a scientific, explanatory theory about how children acquire knowledge. The first four chapters of the book describe constructivism and the research supporting it, while the rest of the book deals with classroom practices and related issues such as assessment.
Six pages of chapter notes and references, and 80 general references are attached. SR 5 editions published in in English and held by WorldCat member libraries worldwide "A comprehensive membership benefit. It is suggested that number facts cannot be taught by social transmission, since there is a fundamental distinction between logico-mathematical and social knowledge. Workbook exercises, math time and cuisenaire rods are not among these.
Recommended teaching techniques include: 1 teach number concepts when they are useful and meaningful to a child, when the child feels a need and interest in number arising out of his daily activities; 2 use language that illustrates logical quantification or the comparison of groups I.
Snack time, distribution of materials, group games, etc. Ms How children learn to think : a discussion with Constance Kamii Visual 4 editions published between and in English and held by WorldCat member libraries worldwide Constance Kamii is interviewed by Carolyn S.
Dorrell on how children learn number concepts and to think.
Images, videos and audio are available under their respective licenses. Related Research Articles Progressive education is a pedagogical movement that began in the late nineteenth century; it has persisted in various forms to the present. The term progressive was engaged to distinguish this education from the traditional Euro-American curricula of the 19th century, which was rooted in classical preparation for the university and strongly differentiated by social class. By contrast, progressive education finds its roots in present experience. Most progressive education programs have these qualities in common: The philosophy of education examines the goals, forms, methods, and meaning of education.
"A Criança e o Número", de Constance Kamii