Teaching the Values of Coins
Randell Drum, Wesley Petty Jr.
January 1999, Volume 5, Issue 5, Page 264
The teaching of monetary concepts and processes is necessary to prepare young children for experiences that they are probably already facing in the real world. Because coins are nonproportionate models in terms of the value they represent, they are abstract models for teaching purposes. To offer concrete experiences, teachers must use proportionate models that can be associated with each coin. The models and processes illustrated in this article prescribe concrete instruction that can be translated into meaningful abstract processes like those used in the real world.
Time / Money