WE CAN UNDERSTAND THAT MATHEMATICS IS ALREADY STARTING TO DEVELOP IN CHILDREN! ASK A LITTLE KID WHETHER YOU WANT A CHOCOLATE OR TWO? SO HE WOULD SAY ONLY TWO! HE DOES NOT KNOW HOW MANY. HE IS BUT TWO MEANS MORE MATHEMATICAL KNOWLEDGE. TO TEACH MATHEMATICS AT THE ELEMENTARY LEVEL, CHILDREN ARE GIVEN COMPREHENSION THROUGH THE CALCULATION OF TANGIBLE OBJECTS AS WELL AS EXAMPLES OF THE ENVIRONMENT AROUND THEM. CHILDREN'S FUN IS ALSO FUN, BUT AS MATH GOES DOWN ON THE SLATE OR NOTE OR, AS YOU SAY, WHO KNOWS, THE INTEREST IN CHILD MATHEMATICS OFTEN DIMINISHES. PROBABLY ONE OF THE REASONS FOR THIS IS THAT AS MATHEMATICS PROGRESSES TO HIGHER STANDARDS, TANGIBLE THINGS [THAT ARE USEFUL IN COMPUTING AND CHILDREN'S INTEREST] DECREASE, ENVIRONMENTAL EXAMPLES DISAPPEAR, AND SOCIAL EXAMPLES CONTINUE TO ADD. IS ... THERE COMES A TIME WHEN MATHEMATICS IS RUN BY MATHEMATICAL EXAMPLES, AND AS A RESULT, IN THE MATHEMATICS THE CLASSROOM BECOMES DEVOID OF ACADEMIC SYLLABIC ACTIVITY. ACTIVATED. AS A RESULT, INSTEAD OF INDIRECT LEARNING AND DIRECT ACTIVITY - WRITING AND COUNTING WHICH IS REALLY OUR INDIRECT PURPOSE BECOMES A REALITY IN MATHEMATICS. AND WE ALL KNOW FICKLE CHILDREN - WHAT IS THE STABILITY OF A CHILD'S MENTAL PRESENCE IN NON-ACTIVITY CLASSROOMS? - IT IS A MISTAKE TO BELIEVE THAT NOT ONLY A CHILD IS LEARNING WHEN YOU TEACH, BUT 100% CAN SAY WITH CERTAINTY THAT WHEN YOU DO SOMETHING RELATED TO THAT UNIT, THEY ARE LEARNING SOMETHING KAYAK - SO MATHEMATICS CAN BE OF INTEREST TO CHILDREN. ACTIVITIES ARE ABOUT TO BE MADE FUN - OTHERWISE OUR DISCUSSION WITH THE CHALK TO TALK METHOD, EVEN IF THE RESULT OF CHILDREN IN THE EVENING, IS SOMETHING THAT
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