In our tiny children the evidence of a mathematical bent shows itself in many striking and spontaneous ways.
In fact, if we showed them exactly how to do something, this precision itself seemed to hold their interest. To have a real purpose to which the action was directed, this was the first condition, but the exact way of doing it acted like a support which rendered the child stable in his efforts, and therefore brought him to make progress in his development. Order and precision, we found, were the keys to spontaneous work in the school.
Maria Montessori, The Absorbent Mind, Ch.17
Information is power. This session discusses how ability, confidence and creativity flourish across all areas of development, when adults give consideration to the capacity of the child’s ‘mathematical mind’.
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