Abstract/Notes: Maria Montessori lectured in Italian during the first International Montessori Course in 1939 at Madras, India. These 75 lectures were translated into English by her son Mario, as she spoke. And were taken down near verbatim in short hand, transcribed and set into galleys overnight. One such set of proofs forms the original manuscript for this book. For the most part, each chapter in this book encompasses a single lecture. The lectures are left in the same order as they were given, swinging between psychology and the use of the materials. India’s diversity of language, social custom and religious practice enriched her research. During this time, Dr. Montessori worked with children in Madras and put into practice her theories of adapting the environment, furniture and the Practical Life materials to local conditions. In these lectures, Maria Montessori speaks with the mature wisdom of a lifetime spent studying, not just early childhood, but human development as a whole and gives a complete, wonderful and colorful overview of her pedagogy and philosophy.

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2020

ISBN: 978-90-79506-52-1

Series: The Montessori Series , 24

Abstract/Notes: Maria Montessori lectured in Italian during the first International Montessori Course in 1939 at Madras, India. These 75 lectures were translated into English by her son Mario, as she spoke. And were taken down near verbatim in short hand, transcribed and set into galleys overnight. One such set of proofs forms the original manuscript for this book. For the most part, each chapter in this book encompasses a single lecture. The lectures are left in the same order as they were given, swinging between psychology and the use of the materials. India’s diversity of language, social custom and religious practice enriched her research. During this time, Dr. Montessori worked with children in Madras and put into practice her theories of adapting the environment, furniture and the Practical Life materials to local conditions. In these lectures, Maria Montessori speaks with the mature wisdom of a lifetime spent studying, not just early childhood, but human development as a whole and gives a complete, wonderful and colorful overview of her pedagogy and philosophy.

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2020

ISBN: 978-90-79506-52-1

Series: The Montessori Series , 24

Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Abstract/Notes: It is a typical Monday morning. As students enter the classroom wearing brightly colored polo shirts embroidered with the school logo, their smiles are equally bright. This Title I public school in the heart of the city where 96% of the students qualify for free or reduced lunch has recently opened a Montessori option. Walking into the classroom, one 5th grade student eagerly asks, “Who’s on the bread committee this week?” Baking bread is a weekly occurrence in the upper elementary (4th – 6th grade) Montessori classroom. During the first week of school, this same student vehemently threw materials to the floor declaring, “I HATE fractions!” In an effort to positively engage students in mathematics, the weekly bread-making tradition was implemented. Through cooking, students experience the importance of fractions in everyday life. Each week, two students work together, read several recipes, select one, and submit a precise written list of needed ingredients. The next day, with the aid of a bread machine bought for $10 at the local thrift store, the students work together to follow directions, read fractions, measure ingredients, and bake bread. Once baked, students divide the bread into equal portions and serve. After several months of this routine, some recipes will need to be doubled or halved, and on it goes… The bread committee provides a “hook” for some resistant students. It is also a practical application of the role of literacy in mathematics. The choice to focus on mathematical literacy and the effect of journaling on student understanding was influenced by research around mathematical vocabulary as well as the instructional practices of noted educators and researchers. The rigor of upper elementary math as defined in the common core requires students to not only perform calculations with accuracy, but to demonstrate strong reading comprehension through the interpretation of real-world word problems, and to articulate an understanding of MATHEMATICAL LITERACY 3 mathematical reasoning through clear and concise writing. Achieving grade level proficiency has practical life implications for students because research showed mathematical knowledge during elementary school as a strong predictor of financial stability in adulthood, and understanding fractions in fifth grade as a predictor of overall achievement in mathematics (Siegler & Lortie-Forgues, 2015).

Language: English

Published: St. Paul, Minnesota, 2019

Abstract/Notes: The role of important figures and their interconnections has been vital in the existence and development of the New Education Fellowship (NEF). Already from the very beginning the NEF struggled with rivalries partly due to the adoration some of these coryphaei enjoyed by their followers. This affected the so highly-praised solidarity and close cooperation for the benefit of the child. During the 1920s and 1930s a conflict ran on between Montessorians and Decrolyans, culminated at the Locarno Congress (1927) and actually held the potency to undermine the NEF. These two camps propagated Il Metodo (1909) or La Méthode Decroly (1922), and for this purpose made use of Pour l’ère nouvelle, one of the NEF journals. We particularly observed this rivalry within the context of the Low Countries, Belgium and The Netherlands, although the conflict had a wider international character. In The Netherlands, the controversy carried on by the ambiguous Montessorian-Decrolyan Cornelia Philippi-Siewertsz van Reesema, who supported an ‘experimental eclecticism’, ended in a division of the Montessori Society. Even Montessori’s son, Mario, interfered by publishing a «philippic». In the long run, top people as Ensor, Ferrière, Claparède and Bovet – the last two likewise advocates of experimental eclecticism – were compelled to take up a position in order to restrain the conflict, to emphasise again the NEF’s internationality and to guarantee its survival.

Language: Italian

ISSN: 1971-1093, 1971-1131

Abstract/Notes: The study was conducted to determine if the utilization of Montessori Math Model Method in learning the addition and subtraction of fraction has an impact to the improvement of students’ performance. A quantitative design was used in the study. The essential data were gathered from a total number of 67 respondents, 34 students from the experimental group and 33 students from the control  group, with the aid of validated questionnaire. Data were analyzed and interpreted using the Average Weighted Mean and T-test as statistical tools. According to the findings of the study, data revealed that the result of pre-test and post-test of both experimental and controlled group is significant. The result showed that there is a significant difference of the utilization of the Montessori Math Model Method in learning addition and subtraction of fraction in Grade 5 Pupils in Kaputian Elementary School.

Language: English

ISSN: 2654-346X

Language: English