By O’MacFarlane
It’s helpful to have at least a passing acquaintance with Jean Piaget’s theories before reading this book, but it’s not necessary. Kamii shows in so a good deal of a heap of ways that the thought life of young children is dissimilar from our own. Not only will have to this be required reading for all Kindergarten through second grade teachers, but likewise for those politicians and political pundits whose back to fundamentals (and did we ever actually leave the basics?) approach to curriculum merely makes life miserable for these poor kids. (because what they think are the fundamentals aren’t genuinely the true fundamentals of thought)
One interesting aspect of the book is that it was in percentage co-written with a essential school teacher who tries out numerous of Kamii’s ideas in her own classroom. She is initially skeptical that Kamii knows what she’s talking about, but later realizes the truth of it when confronted with the proof of her own senses.
After you read this book, you’ll never see a kid do a problem like 5 + 1 or 16 + 7 with the same eyes again.
11 of 11 people found the following review helpful.
Teaching Number Concepts in Young Children
By Amy
I am a Kindergarten teacher and would commend this book to teachers and parents looking for a good resource to instruct children number concepts. Kamii not only discusses number conceptions and problem solving, she likewise gives a large total of easy to make games to make learning these things fun. Wonderful book!
4 of 4 humans found the following review helpful.
Teach First Grade Math With Games Instead of Workbooks
By Nancy Illing
If you are looking for a better way to instruct children math in the early grades, you must read this book.
In Young Children Reinvent Arithmetric, Professor Constance Kamii takes you on a journeying of invention as she works with teacher Georgia DeClark in her introductory grade classroom. Together they work through the primary grade math curriculum finding games and real life situations that will support students in formulating the mathematical thinking accomplishments that underlie the curriculum goals.
The book begins with background info on Piaget’s Theory of number, demonstrating how children create logical-mathematical thinking by interacting with the world and each other. In Part Two the goals and goals intended to be attained of the curriculum are explained. In Part Three the activenesses employed to instruct the children are explained in great detail so that teachers will grasp how to use them in their own classrooms. In Part 4 The teacher tells her story. Part Five provides the program evaluation with the exploration and testing that was done. The children in DeClark’s classroom are equated to children in a classroom using conventional instructing methods.
Constance Kamii has been transforming the Constructivist Theory of the origins of thinking by Jean Piaget into practical actions for instructing for decades. Her work is so necessary in these days of standardized testing and NCLB.
Nancy Illing author of SPARKS Ignite Imagination
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