Teaching Children Numbers through Numerical Proverbs: Brainstorming through the Intersection of Language and Mathematics
DOI:
https://doi.org/10.46328/ijofes.5575Keywords:
Numerical proverbs, Early childhood education, Language and mathematics, Numeracy skills, Cultural awareness, Pedagogical approach, Teaching strategiesAbstract
Teaching children numbers through numerical proverbs presents a unique intersection of language and mathematics, offering a multifaceted approach to early childhood education. This study explores the potential benefits practical applications of integrating numerical proverbs into the teaching of numeracy to young learners. The primary objectives are to enhance children's engagement, improve numerical literacy, and promote cultural awareness through the use of traditional proverbs. The methodology involved a six-month case study in a kindergarten classroom, where daily activities, discussions, and art projects centered around numerical proverbs were implemented. Findings indicate that children showed increased motivation and understanding of numerical concepts, improved language skills, and greater cultural appreciation. The study concludes with recommendations for educators to incorporate numerical proverbs into their curriculum, suggesting the need for teacher training programs and the inclusion of diverse cultural proverbs to ensure a comprehensive and inclusive educational experience.
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