children's arithmetic research

8/3/2019 Children's Arithmetic Research

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³Mistakes in Early Speech´

³Young children¶s errors of ordinary speech are similar to their counting errors. One example of speech errors that every parent encounters involve the 4 year old who says, I goed to the store´ or ³He

bringed the book´ Psychologists who have investigated early language point out that mistakes of this type

teach us several things. First, children¶s language is based on rules [connections or regular relations].

Children never hear ³goed´ or ³bringed´ and hence cannot just be mimicking use of these words. Instead,the words must be the product of a rule to the effect that past tense is indicated by adding ³-ed´ to the stem.

Of course, children are not aware of this rule just as adult speakers ar e not aware of many language rules.

Nevertheless, rules [connections, synergy of sides] govern speech.

Second, children¶s rules are derived in sensible ways form their experience. Children have

frequently heard ³-ed´ used correctly to indicate past tense - for example, ³Helped´ or ³waited´. So their

rule is a sensible one, based on real experience. If is not a figment of their imagination. The main mistake

children make is in appluing it too widely [not applying it in a Eurocentric manner] - at all verbs. They

need to learn the exceptions, like ³went´ and ³brought´, so that they can avoid overgeneralization.Children¶s mistakes frequently have a rational basis.

Third, the mistakes children make are the result of a search for meaning. In learning a language,

children do not aim merely to imitate what they have heard. Instead, they look for underlying structure, for

what is really going on. They do not simply repeat strings of words; they try instead to construct rules at adeeper level. Sometimes they are , but their mistakes indicate that they are digging below the surface.

The same holds true for children¶s mathematics. Their counting mistakes result from an over

generalized application of rules; the rules reflect children¶s experience; and they are constructed as theresult of an attempt to understand. In language as in numbers, children¶s learning is in part a creative,

intelligent process. Rote. ³mechanical´ factors play a secondary role.´(Herber P. Ginsburg Children¶s

Arithmetic: How They learn it and How You Teach It)

He titles this section of his work ³Mistake in early Speech´ because in the Eurocentric¶s eye

speech is uncreative, that¶s why they clasiffy broken English and Ebonics primitive speech, because it¶s toodam creative and flexible to be catalog by so called masters of the English language. Since Eurocentric has

that law of identity crisis (language = language or A = A) then their methods are based on self same

methods, using other languages to determine or estimate the structure and function of another language.This method comes about by excluding the middle of synergy of sides thus disconnect the two. He attribute

counting errors from overgeneralization, I say it¶s from not guiding them in their own development.

EEurocentric education in all ³school´ (prisons of thought, fractures of thought) of sciences, math¶s,

engineering and technology is education on how one will be someone else and not himself when being

scientific. All sciences need a single center or else their connectivity will be off balance. Having many³centers forms redundant complexities, simplicity is the best ability in moderation. But when you look at

the Eurocentric sciences inside are schools of thought that contradict each other. A child doesn¶t learn a

whole lot of positive things by watching the sources fight. This will kultivate the child to be deviant because the child¶s source (parents, guardian) is deviant. And we wonder why children curse because the

parent taught them directly or indirectly by radio, internet or video medias. The law of identity leaves us

with no number sense but the Eurocentrics. The ³more and less´ early comprehension of children only

reflects that the child sees unity of differences.



Some math psychologist even say that the math(Eurocentric) is conventional in nature and that the

childOne reason I¶m researching child in math is to show you that the ancient always show up in the

Nu, the children. The trillions of years of development exist clearly in the child and kulturvate further in

aboriginal kultures. Even the most ancient civilization witness someone who has elements present that are

more ancient than their¶s at their time, the baby. This also adds to our outlook on ourselves and to shows us

where we need to start in the liberation of the mind. The premature stopping point of our re-development iswhen the white nationalist education rips us from our child thoughts, our unformed (rudimentary reasoning)

KemPtah thought. I always say to people that children are natural scientist, they explore, and they are not

scared to get their feet wet and rather walk thought the puddle than walk around it. One time I test a child

on music and allow her to hit my speakers when she hears the boom or base hitting. I put her hands on top

of mines so she can get the rhythm. In no time she was following my drumming free style like she knew it before. After that she turns to her mother and said ³I¶m not crazy . She said that because the mother is

Christian and a lot of things child does which is rudiments of the child¶s positive development the mother calls her stupid, or ³what you doing³, ³get from there³. And the reason certain thing a child does is

dangerous because the parents make it dangerous for lack of understanding the child¶s basic indigenous or

KemPtah side. The child makes no separation because realistically separation is just a show of connectivity.

But in deep thought the child feels progress but the parents punishes progress because they think the Willielynch style of discipline is needed. When I deal with children I like when the parents occupancy me

because they can learn a lot from their child. Also I disagree that a child is egocentric because children

quickly socialize with other children quicker than adults. So who¶s really ego centric? Even with the

scientific proof, concrete evidence the Eurocentric estimates refuse to see their own reflections as artificial

and fractured. That¶s why Eurocentric start their math from counting because they think separation of sides

and non-collectivity of reality is correct. Children do not notice the negatives of nothingness and are happy

when they say ³all gone´. This is because once it is all gone then it¶s time to do something different or nu,which is fun because it is not something done already. With room comes potential, and the child sees this

clearly. The pre-schools and child care are the child mind breakers, the first initiation of western logic and

culture. Clearly the mathematics in western schools are design to domesticate us mentally. The more space

the less it is for the fact that space or zero sets the place value. This is very interesting because this proves

that KemPtah is the first math and last. Scientist says that indigenous people and people that had littleformal education see things in a formless form manner or KemPtah. The way the children, aboriginal , and

so called illiterate people learn is in a manner to have a better grasp of the roots of what they want to know

so they can have sure control instead of abstraction on top of abstraction. Afrikan people think in KemPtah

that is why the pre-formed or Nun-KemPtah surprises these Eurocentric scientist.



Looking at it closely and in its totality we see that this Eurocentric theorist had to admit to the factthat the baby math is more flexible and realistic than conventional math, that so-called modern arithmetic is

artificial in construct. The data that I also see in my research on other people¶s findings on children and

math observed the same thing in children. There fore the data is consistent and connect to support that

KemPtah math is the first and last mathematics. At an early age the child develops the concept of cipher or zero before all other numbers, and knowledge, wisdom and understanding is based on really observing

reality or cipher. All number set their place on it as a foundation. 3 Big grape fruits are larger in number

than 29 grapes when compared in the same space (bowl) which represent zero. Each Grape fruit can be

worth 29 grapes each. Erroneously many scientists believe that this is a physical identity of a child but

actually the child is actually using abstraction with the concrete. The child is being a Dialectical

Realist«KemPtah. Children often attempt to use the genetic method for they are trying to go deeper in

their object/subject matter. I read one observation of a child naming numbers KemPtahly even though it is

primitive. She did this because the new name wasn¶t really sensible to her. For example when she tries tosay forty she instead says thirty-ten, a word she creatively made up to account for note knowing the number

in rote. She is still correct logically because 30 and 10 is 40. Hence she preformed calculations innately. It

wasn¶t just creative but she used what she gathered from her social environment. Conventional counting is

hard for younger children because some other foundations must be created first. Most of the time childrenknow laws of each one teach one. Math is just like learning to walk the falling down is also a lesson not a

problem isolated from the solution. After the average at age

6a child get fully assimilated into the logical

thought of that system which is western. All Gone shouldn¶t be looked at as positive. At that point all

elements in you are all that you use, so you will be familiar whether you like it or not.



Notice they look similar to each other like a baby picture then adult years. We use the same

principle that the babies use to figure the law of math but we are much more experience and have alreadylearned the mistakes babies will make when using KemPtah. In KemPtah, ³more and less´ is Synergy of

Sides. We are hearing to encourage the most creative mathematical thought which presently exist in babies

and very few adults. Math, science, technology and engineering are all creative sciences because we are not

just trying to know but trying to create based on reality¶s underlying connection. The reason most people

don¶t see it because they logically, on a regular basis ³exclude the middle´ so that opposites don¶t connect.HHence art in its ³pure´ form away from the other social reflections is purely ornamental. The ornamental

disappears once synergized with the other social reflections such as science, engineer, technology and math

and the feedback will also change them according to art. This is synergy of sides; we don¶t exclude the

middle or insides.

The whole point of the westernized child research in math is to the Artificialize the child¶s mind;

to find data that can help in making Eurocentric math more established in early childhood. The destruction

of Afrikan center or indigenous math so space can be available for convention western science of finding

relationships, groupings and patterns. Construction and destruction works hand in hand even in ones who

denies it¶s synergy. The estimates are cultivated by capital coming from prison business, nutracide food

places. Then things are kept the same their use-value becomes quantifies in the pure or independent of the

quality. They claim in their formal, fuzzy and intranetworking that abstractions is pure thought when the pure thought of a baby is always immerse in society. Even in the stomach the moment of quietness takes

the scene then months later so called noise marks the moment of society or group, which only takes two at

minimum to form. So it is social or synergy of individuals into something bigger than the two separated.

The Eurocentric had no choice but to use the synergy, and they do it daily through oppression and

exploiting us in the hoods. They know sources but their weak ass want to kill it and stand at its place. Thatis as stupid as replacing bricks with mud and water. Real Talk. Excluded middle plays the middle in all

Eurocentric passage that is their frame. The way he said it like he using all the Eurocentric collection of

hundred of years of white nationalist math (and language) against a 2 year old. Wow. But the baby boated

the test but lost because the baby was too creative.

³Number in the Unschooled

Unschooled [not expose to western constructs], illiterate individuals provide many examples of relatively



sophisticated numerical procedures. One observation concerns the estimation of number by the Kpelle of

Liberia, a tribe of rice farmers, and by Yale undergraduates, a group residing in New Haven, many of whom, like the Kpelle, belong to the secret societies (Gay & Cole 1967). The Kpelle adults and the Yale

undergraduates were shown piles of stones, one pile at a time, and asked to estimate the number, which

could vary from ten to 100, in steps of ten. The statistical results showed that the Kpelle were more

accurate at this task than the Yale students. It seems fair to conclude that the Kpelle have sensibletechniques for estimating number and that these techniques are effective with familiar objects. Even

³primitive´ people possess powerful intellectual skills that are adaptive in their environment«.´ (Herbert

P. Ginsburg 1989)

children's arithmetic research

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