When do you think you should introduce word problems-before children master the formal algorithm, or after? What are your reasons for your choice?
In any case, no textbook can start from where the individual child is. If teachers wish to lay a solid foundation for mathematical thinking and abilities, it is important that they use teaching material other than the textbook for preschool and primary school children. In fact, it may be better to use a workbook instead of a textbook to supplement an activity based curriculum, especially for the younger children.
Here, and earlier, we have been repeatedly suggesting that a child needs to be presented with a sequence of learning experiences to help her move from concrete experiences to understanding a concept at the abstract level. The sequence has to be understood as a broad and flexible sequence. And, at each stage of the sequence, you need to know at what stage of understanding the child has reached. Only then must you go further, building on that understanding. Throughout, we have also been stressing the need for making mathematics learning enjoyable. Let us now consider one way of doing this.