%0 Journal Article
%T SIGNIFICANCE OFEARLY-AGE LEARNING OF MATHEMATICALSKILLS
%A Sead Re£¿i£¿
%A Amir Sulji£¿i£¿
%J Human : Research in Rehabilitation
%D 2011
%I Institute for Human Rehabilitation
%X It is a fact that only hereditary, i.e. genetic factors are not suffcient for development of a child¡¯s brain; on the contrary, a child needs external stimuli expressed through touch, speech, images, which lead to the conclusion that immediate and extended surroundings shape the brain, meaning that the external stimuli, stronger or weaker, mutually connect the brain cells and neurons.Questions regarding the development of mathematical manner of thinking are mostly based on the natural process of learning, however, this paper deals with deeper set of problems, which are not only diffcult to resolve but possibly there is no resolution. Namely, a question is posed what is the appropriate age when a child is ready and able to solve certain mathematical problems or notice mathematical principles, that is, whether they are actually exist clearly defned age boundaries based on which a conclusion could be made about the time and individual is ready to solve mathematical problems of a concrete diffculty level or to notice mathematical laws.
%K mathematics
%K cognition
%K learning process
%K mathematical skills
%K teaching process
%K scientifc process
%U http://www.red.co.ba/human/2011vol1/issue2/ful%20prilozi_decembar%202011/7.pdf