Counting the cubes in the Counting Board provides a structured hands-on experience of counting. Children will pick up, attach a number word to each cube they count whilst fitting them into an empty groove.  Once completed, they get immediate 'visual feedback' about any number of cubes in a filled groove.
In the example, two rows have been filled with a set of different coloured cubes. Immediately children see that one row is smaller, one is bigger. Some children will also begin to see the 'size', "This one has one more cube." or "This one has one less cube."
Additional steps: A child is asked to count the cubes that fit into a specific empty groove, say the 4-grove, and is given five cubes. When the count reaches 4, completely filling the groove, the child sees that he/she still holds one more cube. This experience introduces the concept of 'too many' or 'too few' and will illicit spontaneous responses such as "oh, I don't need this one." or "I have one too many."
We believe that in general, children would benefit from first experiencing counting in this simple unencumbered way before attempting to count out sets of objects such as counters, because it lacks the structure and the opportunity to receive immediate 'visual feedback' as soon as the task is completed.
No number names yet! It is important to note that the first Stern activities deal with the learning of different aspects or properties of numbers without the distraction of number names or numerals, as with the example opposite - finding the 'twin block', (the first step in developing an understanding of the commutativity principle).
Measuring and Scanning blocks Simultaneous block work is taking place as children begin to fit graduated blocks of various lengths into corresponding grooves. The practitioner uses prompts only; by pointing to any empty groove she/he asks "Find the block that fits here." With groups of children the blocks can be shared and the prompt would be "Who has the block that fits here?" Children begin to develop their sense of measurement as they visualise the size of the empty grove, check it (tactile)`against the block(s) they hold and verify their thinking by placing it into the board.
Sequencing - Individual practice - As children begin to show an aptitude in placing correct blocks correctly into the board, they can take turns to place all of the blocks into the board by themselves. The observer can then see the stage of development a child has reached. Some will fit the blocks randomly by a chosen colour or size, whilst others carefully begin to order from the smallest block continuing to select the next block each time, finishing with the biggest block. If a selected block is incorrect, a child can figure this out for themselves through the self-checking nature of the device and return it to the table and search for the correct block taking their cue from the block that did not fit. Yet others will begin to order from the biggest block and work in reverse order.
Relationships between cardinality and ordinality - Children learn about these relationships by seeing how values can be ordered by size. Cardinal and Ordinal number words together with the number blocks illustrate how they are ordered; 'one' cube lives in the first place (groove) 'two' cubes live in the second groove, 'three' cubes live in the third groove and so on. The number blocks can also be used in the same way, the 4-block lives in the fourth place.
Cognitive Growth: children develop hand-eye co-ordination, one-to-one correspondence, judging and scanning ability, spatial thinking; discrimination and sequencing ability, visual and auditory perceptions and memory. |
