>>12732855This is a brainlet take.
>>12732798You give them concrete shit they can visualize, and explain it. For example, when I was 4 years old, my brother was in 3rd grade. He'd come home and teach me the math he was learning. How? Marbles.
>1 marble + 1 marble = 2 marbles>3 marbles take away 1 marble is 2 marblesHe carefully explained, after taking all of them away, that this is formally zero marbles. Next we grouped marbles together.
>1 group of 3. That's 1 times 3.>2 groups of 3. Lump them all together, count to six.>etc.Then he'd quick me frequently on it, to test my memorization.
>Anon, what's 2 times 2? >4!>OKay what's 4 times 2?>8>What's 8 times 2?So on. He'd even have me count, and using counting tricks. We'd have contests to see who can count higher before going to sleep. He'd cheat though.
>1, 2, ..., 10, 20, 30, 40, ..., 100, 200, ...What this does is clarify a comfort level with counting and to view numbers as malleable objects and not just static objects. You can count to trillions within minutes, with the implied understanding of what numbers you skipped.
>tl;drHow do you foster love for math in children? Get them comfortable with math early on. When I was in my PhD program in physics, I was known as the math guy for my comfort level even with PDEs. I'd call the math the easy part and the setting-it-up the hard part. My friends viewed me as a geek, even in the PhD program, but that's their problem because they're fucking spergs talking about popsci while I was out rediscovering how to invent topology.
