How To Multiply Your Baby vol.1D-a4.pdf

how is it possible

for infants to do

instant math?

How is it Possible? 309

When the problem is on the order of 5 or

it is no problem since the adult can perceive the symbol or the fact

successfully from one

The question is not "How is it possible for infants to do instant

math?" but rather, "How is it possible for adults who speak a

language not to do instant math?"

The problem is that in math we have mixed up the symbol, 5,

with the fact,

up to about 12

with some degree of reliability.

310 HOW TO MULTIPLY YOUR BABY’S INTELLIGENCE

How is it Possible? 311

From 12

Children who already know symbols, for example 5, 7 10, 13, but

who do not know the facts

to about 20

the reliability of even the most perceptive adult tends to descend

sharply

From 20

upward one is guessing and almost invariably guessing very badly

indeed

312 HOW TO MULTIPLY YOUR BABY’S INTELLIGENCE

How is it Possible? 313

I am not able to see

are unable to do instant math.

Tiny children, however, see things precisely as they are, while

adults tend to see things as we believe them to be or as we believe

that they should be.

I find is maddening that, while I completely understand how

children of two years can do instant math, I am unable to do the same.

The reason I fail to do instant math is that if you say “seventy-nine”

to me I am able to see only

it is not precisely true to say that I cannot see the above. I can see it

but I cannot perceive it.

Tiny children can.

In order for tiny children to perceive the truth of one (1) which is

actually

•

314 HOW TO MULTIPLY YOUR BABY’S INTELLIGENCE

How is it Possible? 315

We need only to show the child the fact

Very small number of times until the infant is able to perceive and

retain the truth.

The adult mind, when faced with the fact, is inclined to

astonishment, and many adults would rather believe that a child who

is able to recognize

•

And say, “ This is called one.”

We next present him with the fact

•

And say, “This is two.”

Next we say, “This is three,” showing the child

• •

•

is in some way psychic than believe that a two-year-old can

perform a task which we consider to be intellectual in nature and

which we grown-ups cannot perform.

The next straw at which we grasp is the belief that the child is not

truly recognizing the number but rather the pattern in which the

numbers occur.

And so on. We need to present each of these a

316 HOW TO MULTIPLY YOUR BABY’S INTELLIGENCE

How is it Possible? 317

Any one-year-old worth his salt who has not been sucked into

recognizing symbols before he recognizes the facts, can tell at a

cursory glance that

Columnar way. Thus if we present the fact in this form

••••••••••••••••••••••••••••••••••••••••

we solve the problem by actually counting while the tiny child sees

the truth at a glance.

If we present the truth in columnar form

••••••••

adults are inclined to count the number of rows across which we see

as 8, and the number down, which we see as 5, and then to use an

arithmetic form which we see as

or whatever other way you choose to arrange the facts are all what

we call – 27? Sorry, we fooled you - in fact it’s forty, not 27!

Which we grown-ups can see only if you present us with the

symbol “40”.

The kids are not fooled regardless of the form in which you present

it and see only the truth, while we adults will actually have to count it

up if you present it in any random pattern or to multiply it if you

present it in an orderly

x 5

or an algebraic form: 8x 5 = 40

••••••••

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