Abstract:

When children undertake action aimed at exploring the world of mathematics they make use of the three types of representation: enactive representation, iconic representation, symbolic representation. If any of the above is skipped, it results in abandonment of construction of mathematical concepts which are no longer given personal meaning. In teaching one should depart from the ‘mythic’ statement that preschool children have not got the ability to discover the meaning of mathematical concepts unaided. The elements that benefit the development of conceptual mathematical knowledge in children include is among others: use of appropriate tools. A calculator is one of the instruments that dominated the world of electronics.

This article examines the ‘mythic’ area of mathematics, namely the use of a calculator in teaching arithmetic’s or its use in solving other mathematical problems. The theoretical section describes issues that gave the foundation for development of an action plan of the work with children. In effect, the pictures and conclusions are a record of the children’s mathematical thinking and modes of exploring the possibilities offered by a calculator. The final section of the article contains conclusions with proposals of teaching methods based on the use of a calculator.

Keywords:

Mathematics, preschools, calculator, the language of mathematics.