Working with numbers - Come Baby teaches mathematics

Did you know that the age from 3 months to 2 1 / 2 years, the child can really understand the difference 94-95? While your child is born not to recognize our numerical representation of the set, the child can automatically detect the quantity without counting or discouraged.

Mathematics is just a different language. Classified as a mathematical language is made of only 10 words: 1, 2, 3, 4, 5, 6, 7, 8, 9, 0

However, teaching children numbers, but never exposed to what was foundInstant impossible to do mathematics. Instead, they rely on to store the real equations (for example, 7 x 2 = 14 7 x 3 = 21) come with the correct answer. This is different from mathematics moment, because if you forget a fact you have to start all over again. And even if you do not remember the tables, all your time, what happens when you get a number above 12?

First you need to cover how to teach mathematics to children - the recognition of quantitative equations and quantity of problem-solving (see the linksbelow). This could be a part of how to teach math to kids

How to teach children math and transitions in figures showing the numbers from 1 to 100 and 0 in the same way that you presented quantities. Your child will move much faster in the second part, how to teach children math, then you probably went from 3 or 4 cards per day. Once you fall down to 100, you can see a number of other random digits (eg 302, 571). You do not have to show them, and you do not havecover each issue. With little contact with the child, how to teach the method of mathematics, your child will go a long way.

You can start with the equations just teach up to number 20. This follows the same pattern with the amount of equations. Remember, no mixing of addition and subtraction, multiplication and division.

The procedure Teach Baby mathematical method to guide your child gently through the basic principles of mathematics. Tiny babies need a 5 minutesDay for about two weeks a principle, and you will understand the real process behind the principle on their own. However, we want to focus on the principle not to drill in a specific fact. So every time you show an equation, do it with different numbers.