I think it’s easy and natural for children to grasp if this method is introduced through everyday experiences. By making this into a game children can gain intuitive understanding of quantitative techniques. I suspect many children can enjoy this kind of games.
You can certainly introduce it, and it’s a good idea to try, and some children will be interested, but others will find it boring and go back to playing with their dolls or trucks. In my limited experience, when you say “many children can enjoy this kind of games”, “many” refers to less than half (and fewer girls than boys, for whatever reasons).
I remember doing simple arithmetic with my father as ‘bed time story’ - and having fun with it. I’m just passing this on to my children who mostly like it. But then math an numbers and patterns and experiments are very present at their home, so at least some interest is to be expected.
I have been asked how I’d feel if they later abandon math for e.g. following (or becoming) a guru. And I thought: Why not.
My intention was always to teach knowledge instead of values. Values can only be lived. And all rules trained will become continegnt during puberty anyway. But knowledge—like math—cannot be lost.
You can certainly introduce it, and it’s a good idea to try, and some children will be interested, but others will find it boring and go back to playing with their dolls or trucks. In my limited experience, when you say “many children can enjoy this kind of games”, “many” refers to less than half (and fewer girls than boys, for whatever reasons).
Even 10% of all the children is many. I wonder what percentage was familiarized with numbers in that context. My guess is < 2%.
I remember doing simple arithmetic with my father as ‘bed time story’ - and having fun with it. I’m just passing this on to my children who mostly like it. But then math an numbers and patterns and experiments are very present at their home, so at least some interest is to be expected.
I have been asked how I’d feel if they later abandon math for e.g. following (or becoming) a guru. And I thought: Why not.
My intention was always to teach knowledge instead of values. Values can only be lived. And all rules trained will become continegnt during puberty anyway. But knowledge—like math—cannot be lost.
You cannot unbecome a scientist.