Category Archives for Preschool

Structure, Cuisenaire and Gattegno

We are going to take a break from our scheduled post on Gattegno Mathematics Textbook 1 for a small detour into how Gattegno uses Cuisenaire Rods to assist a student with understanding the structure of

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Play, Discover, Learn Cuisenaire Review

My friend Lacy, from Play, Discover, Learn; has been making products that are meant to be an easy entrance into the world of Cuisenaire Rods and Gattegno. I purchased one of her packets from her TPT site,

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Chapter 3: Putting It All Together

Chapter 3 of Gattegno’s Mathematics curriculum has come to a close. If you are new to Gattegno or Cuisenaire Rods, you can find a growing list of resources here. If you would like to locate all the

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Multiplication Introduction

We are nearing the end of chapter 3 of Caleb Gattegno’s Mathematics Textbook 1.  Next week, we cover fractions and then we move onto chapter 4 and the introduction of numbers. If you’re new

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Introduction to Brackets

If you are still with us after my little hiatus that included life and death, taking a newborn into our home, and attending conferences – – you know, that stuff we call life – –

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Equations – an Introduction

This blog post is part of a series of posts on the Gattegno Mathematics Textbook 1. If you are interested in the previous posts, you can find them here. We’re in chapter 3, and we’ve come to

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Reading and Building Equivalencies

We are still working our way through Gattegno Mathematics Textbook 1. We’re on chapter 3, activities eight and nine which cover reading and building equivalencies. The gist of these two exercises

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Language – What Do the Rods Say?

The title of chapter 3 of Gattegno’s Textbook 1 is Literal Work. Most people use the word literal when they mean something more like actually or as an intensifier like really.  When Gattegno uses

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Introduction to Mathematical Concepts

Chapter 3 of Gattegno Mathematics Textbook 1 starts with the introduction of math language and the exploration of mathematical concepts related to that language. I want to note that there is no clear transition

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Arithmophobia No More
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