Introduction Of Arithmetic

Jayalakshmidharmendar
1



Mathematics is not a stand-alone subject by itself. Mathematical principles
are embedded in the every life around us; the every things that support that life.
Mathematics as a human language has come down to us through history as a gift from
our ancestors. We have built upon it, used it, expanded it, created a super nature
with it -- we live it every day and we pass it on to those who come after us. We
humans by nature have a mathematical mind.
Mathematics can be defined as; the abstract science of number, quantity,
and space, either as abstract concepts (pure mathematics), or as applied to other
disciplines such as physics and engineering (applied mathematics)
Mathematics makes it possible to observe, consider and appreciate parts
and aspects of entities with precision, to make comparisons and establish
relationships between entities. Mathematics is a science of structure, order and
relations which has evolved from counting, measuring and describing number and
shape, it encompasses logical reasoning and quantitative calculation. It emerge
from practical life movements, co-ordination and comparison and connects with all
other aspects of human culture the sciences, music, handicraft, cookery,
construction, sports, dance and throughout the universe where macro and micro
patterns of relationship exist in harmony, Mathematics has an aesthetic and
spiritual dimension.
The study of mathematics, however, is more than simply the acquisition of
mathematical skills. Pure mathematics is the study of patterns, structure and
relationships. It is the ultimate abstraction, where the rules governing interactions

Introduction Of Arithmetic

Jayalakshmidharmendar
2


are the object of study. The things on which the rules operate become
immaterial. Maria Montessori said that it is the minds power of abstraction that,
with imagination, goes beyond the simple perception of things, so that the two
powers play a mutual part in the construction of the minds content. (M
Montessori, The Absorbent Mind)
Perspective view of mathematics by Montessori
Abstracting the nature of reality is a human attribute, which all people should
have the opportunity to understand and apply to their daily reality. The child is not
born with the capacity to use Mathematics but has a Mathematical Mind, which given
appropriate experiences in precise observation, comparison and opportunities to
explore and compare different entities, the child sees the relationship between
things. When the child compares quantitatively she uses arithmetic, leading to
abstract intellectual activity. The child is born with tendencies towards order,
calculation, abstraction and generalization, in the first plane she lays the foundation
for logic, judgment and discrimination. Exactness, precision, and manipulation are
finely tuned as the child uses the purposeful, active Sensorial and Practical Life
materials. Purposeful, precise actions hold the childs interest and challenge her to
repeat work, making further progress.
Indirect basis for Mathematics
To instigate a deep enthusiasm for Mathematics we introduce the Science of
Number and give precise language to express her/his understanding of the full

Introduction Of Arithmetic

Jayalakshmidharmendar
3


intellectual idea; we create opportunities for the child to develop her/his
understanding of the relationship between the concrete and abridge.
Practical Life
Concentration
The practical life materials are the perfect materials to assist children in
concentration. Children are provided with activities that set the stage for
concentration through repetition and logical sequence.
Independence
These materials promote functional and psychological independence. Children
gain confidence in directing their own activities and following their own interests.
Control of Movement
Anything that helps children coordinate their movements will help them with
math because they will be manipulating small beads and counting. The mind and body
must be in harmony before starting math. At some point, math work will be recorded
in writing. Any of the activities that prepare the hand for writing is useful.
Order

Introduction Of Arithmetic

Jayalakshmidharmendar
4


Children encounter a lot of order in the environment, such as the way things
are stored on the shelf, the way work is done, and the manner in which materials are
handled. Order is based on logic and helps children develop an orderly mind, which is
needed in the math area.
Exactness
The need for exactness is addressed in practical life activities. Precise
movements and points of interest in presentations draw attention to this exactness.
Introduction of Volume and Geometry
Children encounter the idea of volume with water especially from pouring
water from a pitcher to a different vessel. There is a little bit of geometry in the
practical life in the folding fabric where we categorize the triangles and squares.
Sensorial
The Sensorial Materials are made with scientific precision, with gradations
which convey Scientific and Mathematical information. The materials of dimension
introduce the decimal system. The child studies the relationship between objects
which are necessary for her to understand shape (geometry cabinet), form
(materials of dimension) color (tablets) and to be aware of their interplay (knobbles
cylinders), carrying out calculations, extracting abstract ideas from the qualities of
matter (Baric tablets). These experiences helps to form clearer concepts and enable

Introduction Of Arithmetic

Jayalakshmidharmendar
5


the child to communicate her experiences precisely. Reasoning within sharply
defined limits provides the basis for intellectual, joyful abstraction and imaginative
creations.
Qualities of Material
The materials of the sensorial area that present the concept of size,
shape and dimension are mathematically accurate. The fact that children
encounter ten in so many places in sensorial sets the number system which is
based on ten. The challenges given to children, especially in grading various
materials help refine their ability to discriminate and compare. There are
many materials in the sensorial area that represents geometry.
Pattern of Presentation
This begins with matching where attention is drawn to qualities that are the
same. This leads to the idea of equivalency in mathematics. After matching, grading
experiences are generally offered during which children not only compares, but
makes a sequence based on their judgments. Sequencing is a huge part of
mathematics.
Language
Children are given precise scientific language with the sensorial materials
which they will also encounter in math.

Introduction Of Arithmetic

Jayalakshmidharmendar
6


Games
The games that are done with the sensorial materials give the idea of
memorization to childrens consciousness, especially when language is attached.
Children are aware of the memorization that is taking place and that necessity will
be encountered in math.
Language
Spoken
Children experience that language is communication and that words have
some meaning and nuances and that fact that language reflects our feelings and
communicating about something.
Symbols for Communication
Children are introduced to symbols and encounter the idea of expressing
thoughts through symbols and the reading that follows that. The experience of
recording something and reading something is also experienced in the math area.
The Mathematics curriculum for three to six year olds is organized
around these objectives:

Introduction Of Arithmetic

Jayalakshmidharmendar
7


Acquisition of the concepts of number and quantity, including zero.
Development of number theory including counting sequences and odd/even
numbers
Understanding of the concept of place value
Development of a vocabulary of mathematical terms
Introduction to basic operations
Introduction to memorization of math facts
Naturalistic data collection and representation
Mathematical problem solving
Understanding of measurable attributes
Introduction to geometric shapes and solids

Concept of Numeration
The veracious meaning of a unit (standard of measurement)
The role the unit plays in counting (How many units make a quantity)
The relationship between the unit and the quantities above it
The complementary relations between different quantities above the
unit
Assortment of Arithmetic
Ordering of values (quantitative representations)

Introduction Of Arithmetic

Jayalakshmidharmendar
8


Identification and naming of quantities 1-10
Next loose quantities of identical objects are given, these are the
Addition of Groups they are sorted into groups with the Spindle
Boxes, here the concept of Zero (not anything) is introduced. Group
activities reinforce this concept.
Identification and naming of number symbols 1-10
Association of quantity and numeral
The Number rods
In the Montessori classroom the childs first introduction to numbers is
made with a set of number rods representing the quantities one through ten. The
adult helps the child to count the alternating red and blue sections of each rod as
he arranges them in stair-like formation.
The spindle boxes
The Spindle Boxes represent a parallel exercise in associating the numerals
with the proper quantities.
Decimal system of numeration and operations
The child already understands how to make the numbers 1 to 10 and that 0
means not anything, she comes to understand here that these numbers can be
compiled to represent all numbers, of any size.

Introduction Of Arithmetic

Jayalakshmidharmendar
9


1 Golden Bead is a unit (point)
10 Golden Beads make a bar of ten
10 bars of ten make a hundred square
10 hundred squares make a thousand cube
Why is this given early?
The young child has a right to appreciate the beauty of the Mathematical
System, knowing only the first ten digits helps to show its simplicity. The sensorial
handling of quantities at a concrete level (beads) comes first, followed by their
abstracted numerical symbols and these two are associated in the Formation of
Large Numbers, after a solid understanding of what each quantity represents has
been reached, the children repeat the presentation until the idea is very clear.
Passage to abstraction
After sufficient experience, the child has gained enough skills and has formed
sufficient abstract impressions to apply the knowledge to the material to complete
all the operations independently.

Introduction Of Arithmetic

Jayalakshmidharmendar
10


Mathematical Operations
A child in a Montessori class never sits down to memorize addition and
subtraction facts; he/she never simply memorizes multiplication tables. Rather,
he/she learns these facts by actually performing the operations with concrete
materials. When the child wants to do arithmetic, he/she is given a sheet of paper
containing simple problems. He /She works the problems with appropriate materials
and records her results. Similar operations can be performed with a variety of
materials. As he/she commits the addition facts and multiplication table to memory,
she gains a real understanding of what each operation means.
Control of Error
Control of error in all the materials is built in so the child knows if he made a
mistake. It becomes an aid to self-evaluation. The control of error in math has to do
with accuracy. It is in verifying. This starts at the beginning and it never stops. If
children are counting incorrectly, it has to be called to their attention so as not to
have a vague or wrong idea of concepts.
Pattern of Presentation
Presentations begin with concrete materials that allow for exploration and
practice so children can abstract the given concept. The simple comes first, then
the more complex. The whole is presented first and then the details. Mathematical

Introduction Of Arithmetic

Jayalakshmidharmendar
11


materials are presented in a definite sequence. It is essential that children achieve
mastery of one step before moving on to the next. They are building on knowledge
already gained. First, children are given sensorial experiences with concrete
materials that represent the quantity. Next, they are given the symbols to match
the quantity. Finally, the sensorial experience and symbols are put together.
Children have to be able to associate the quantity with the symbol before moving
on. The third stage is extended in order to make sure children have deeply
associated quantity and symbol.