Space, Math
(2023)
How Much or Till What: When and Why?
At Right Angles.
pp. 3133.
ISSN 25821873
Abstract
One of the decisions policy makers, syllabus and textbook writers need to consider for mathematics at the primary level (Class 15) or foundational and preparatory tages (preschool to Class 5 or 311yrs), is what is the biggest number children should be introduced to at various classes. The National Curricular Framework for Foundational Stage (NCFFS) has made its recommendations. Here is another take at that along with some justification and interlinkages with other topics within the subject.
Numbers have essentially 3 aspects – (i) the quantity each represents, usually the cardinality of a set for whole numbers, (ii) the number name (e.g., thirteen or hundred and five) and (iii) the numeral (e.g., 13 or 105). Learners are supposed to establish a 3way mapping linking these three aspects together. It may be helpful to separate out (i) and (ii) before connecting (iii) with the same, at least initially.
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