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TRANSITIONS, INTERLOCKING AND PERMEABILITY OF EDUCATIONAL DOMAINS
Network “Effective Shaping of the Training Potential of the Baltic Region” (EGOS)
(Mecklenburg-West Pomerania)
Children experience school mathematics
I. Problem
III. Outlook
Many children in primary school have not mastered the elementary
operations of arithmetic or else confuse them with
one another. When attempting to reproduce a division (e.g.
20 divided by 2) in a text, many children turn the division
task into one of subtraction. These misinterpretations recur
with great regularity – as also happens when carrying out
arithmetical operations with zero. The background is an
inflexible understanding of problem and solution, such as is
also the case with many adults, who then pass it on to the
children.
Building on this framework plan, we intend in future to
develop educational modules for training teachers and parents
on this subject.
www.egos-wismar.de
II. Solution approach
In our project we confront both the children and the teachers
with the problem. The intention is that children learn
abilities, skills and attitudes which go beyond the solving of
tasks in the narrow sense as traditionally understood. When
approaching particular tasks, the children learn here to use
sketches, tables and simple systematic trial-and-error, and
to experience and understand these as methods of solving
the problem. The focus is no longer on a particular result or
a particular solution. The well-known proverb “Many roads
lead to Rome” is also valid in mathematics, where there is
more than just one way of obtaining a result. Both parents
and teachers need to be sensitized to this.
The first successes are reflected in a framework plan
drawn up by the Ministry of Social Affairs for the state of
Mecklenburg-Western Pomerania, in which guidelines for
the targeted preparation of nursery-school children for primary
school have been worked out. Our study results can be
found in this framework plan.