The Love of Christ and the Long bead chains
Count Von Count would be so pleased (and God is amazing!)
As much as we can think through and manipulate abstract ideas we are constantly reminded that there
is a God who created those ideas long before we existed. Take numbers for example. In the Lower elementary Montessori classroom, there is a group of lessons called The Great Lessons. They map out how the world came to be as it presently is, but in a narrative form. One of the last Great Lessons is the arrival of numbers; the discovery that one can quantify objects and create symbols that represent that quantity has not always been with humanity. It's a wonderful thing, though in some ways imaginary (we're not going down that rabbit hole, friends). Yet the very idea of numbers, though "discovered" by man was created by God.
Now, there is no verse in the Bible that says this. But there is Psalm 24:1
In Montessori education, the teacher (or guide) begins lessons in mathematics by helping the child solidify their understanding of the numeration of 1-10. This means far more than being able to verbally count out loud, but it does not mean less. This process is accomplished implicitly through Sensorial materials like the red rods, knobbed and knobless cylinders, and many others. In those lessons the guide never mentions that there are ten objects, but the child gets to manipulate the idea of ten through the objects. The idea of ten as a quantity gets into them.
Explicitly, the numeration of 1-10 is taught through the number rods, spindle boxes and cards and counters. This is where the child begins to learn what each quantity means and begins the association with a symbol, i.e. numbers. After that--sometimes very long after that--it gets really fun.
Behold the short and long bead chain!
I have to admit that my children (students, friends) haven't used it yet...but they will. The idea is to take numeration a large step further to skip counting. Just as the children have associated symbols to a quantity, Montessori took it a step further by associating a color. And a bead.
Once that idea is firmly established, the child is ready for skip counting, able to see in a concrete way the basics of multiplication, and power concepts. Too young, you say? I would agree, if you desire to teach it the same way one teaches highschool students. But that would be far too abstract for 3-6 year olds. What is needed is a gradual way of demonstrating an abstract concept such as numbers in a concrete way. Luckily many people like Montessori did this a long time ago. Every time a look on the mathematics shelf in my classroom, I am so envious that children get to learn math this way. It makes good sense! All concepts can be challenging to understand. But if it is brought down to the level of a person's understanding--not "dumbed down", but made manageable--so much can be understood.
The amazing thing about God is that He somehow does both. He simultaneously makes Himself known--primarily through His Word and in another sense through Jesus Christ--yet in the knowing, one realizes how "beyond" and unmanageable He is. Seeing the shock and happiness on the faces of children who count the long tens chain all the way to 1,000 is a beautiful thing. But realizing that there is a loving God who gave such common graces to the world (even to those who hate Him) such as creating the idea of 1,000? Well that could make you get up and dance. His ways are certainly wise and inscrutable (Romans 11:33).
As much as we can think through and manipulate abstract ideas we are constantly reminded that there
is a God who created those ideas long before we existed. Take numbers for example. In the Lower elementary Montessori classroom, there is a group of lessons called The Great Lessons. They map out how the world came to be as it presently is, but in a narrative form. One of the last Great Lessons is the arrival of numbers; the discovery that one can quantify objects and create symbols that represent that quantity has not always been with humanity. It's a wonderful thing, though in some ways imaginary (we're not going down that rabbit hole, friends). Yet the very idea of numbers, though "discovered" by man was created by God.
Now, there is no verse in the Bible that says this. But there is Psalm 24:1
"The Earth is the Lord's and the fullness thereof..."Yes, it does refer to God speaking the world into existence and breathing out the stars among other things...all things actually (Psalm 33:6). But since He also created every living thing, He had to have known the fullness of their potential, ideas, and adaptations (as well as their terrible sins). Thus, I believe that it is not far-fetched to say that the idea of numbers originated with God. Which is just fascinating!
As much as we can think through and manipulate abstract ideas, we are constantly reminded that there is a God who created those ideas long before we existed.Bringing it to a Maria level
In Montessori education, the teacher (or guide) begins lessons in mathematics by helping the child solidify their understanding of the numeration of 1-10. This means far more than being able to verbally count out loud, but it does not mean less. This process is accomplished implicitly through Sensorial materials like the red rods, knobbed and knobless cylinders, and many others. In those lessons the guide never mentions that there are ten objects, but the child gets to manipulate the idea of ten through the objects. The idea of ten as a quantity gets into them. Explicitly, the numeration of 1-10 is taught through the number rods, spindle boxes and cards and counters. This is where the child begins to learn what each quantity means and begins the association with a symbol, i.e. numbers. After that--sometimes very long after that--it gets really fun.
Behold the short and long bead chain!
I have to admit that my children (students, friends) haven't used it yet...but they will. The idea is to take numeration a large step further to skip counting. Just as the children have associated symbols to a quantity, Montessori took it a step further by associating a color. And a bead.
Once that idea is firmly established, the child is ready for skip counting, able to see in a concrete way the basics of multiplication, and power concepts. Too young, you say? I would agree, if you desire to teach it the same way one teaches highschool students. But that would be far too abstract for 3-6 year olds. What is needed is a gradual way of demonstrating an abstract concept such as numbers in a concrete way. Luckily many people like Montessori did this a long time ago. Every time a look on the mathematics shelf in my classroom, I am so envious that children get to learn math this way. It makes good sense! All concepts can be challenging to understand. But if it is brought down to the level of a person's understanding--not "dumbed down", but made manageable--so much can be understood.The amazing thing about God is that He somehow does both. He simultaneously makes Himself known--primarily through His Word and in another sense through Jesus Christ--yet in the knowing, one realizes how "beyond" and unmanageable He is. Seeing the shock and happiness on the faces of children who count the long tens chain all the way to 1,000 is a beautiful thing. But realizing that there is a loving God who gave such common graces to the world (even to those who hate Him) such as creating the idea of 1,000? Well that could make you get up and dance. His ways are certainly wise and inscrutable (Romans 11:33).
Comments
Post a Comment