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Master's Thesis (M. Ed.)
Montessori Mathematics Education: Its Contribution to Contemporary Mathematics Theory and Curriculum
Abstract/Notes: Montessori education has a long and continuing tradition. The mathematics education component is founded upon an extensive sensory education program developed by Montessori and implemented in schools throughout the world. This thesis traces the historical precedents that provided the framework for the development of an educational program firmly premised on the need for a sensorial education. The translation of the first part of Montessori's Psicoaritmetica provides an illustration of an introductory mathematics program using structured manipulative materials. This program develops as a direct extension of the sensory motor emphasis of Montessori preschool education. Finally, the Montessori mathematics program, developed initially over fifty years ago is considered in relation to contemporary mathematics education theories, many of which have reiterated principles and practices first developed by Montessori
Published: Melbourne, Australia, 1987
A Comparative Study of the 6th Kindergarten Curriculum and the Montessori Curriculum for Early Childhood Mathematics Education / 유아수학교육을 위한 유치원 6차 교육과정과 몬테소리교육과정의 비교연구
Available from: RISS
Publication: Montessori교육연구 [Montessori Education Research], vol. 10
Back to the Future? Children Living in Poverty, Early Childhood Centres and Mathematics Education
Available from: Springer Link
Publication: ZDM (Zentralblatt für Didaktik der Mathematik), vol. 46, no. 7
Date: Dec 2014
Abstract/Notes: The present call for structured mathematics programmes in preschools continues a trend from the nineteenth century, in which young children’s lack of mathematical knowledge was considered to have a detrimental effect on their individual futures and those of the wider society. In this paper, an investigation of the philosophies behind several early childhood programmes shows that there is a long-standing acceptance that those not living in poverty should make decisions about the education, including the mathematics education, that children who are living in poverty should engage in. Consequently, the philosophies behind these programmes, and with them the advocated mathematics education, contribute to a homogenised view of the child. This fails to recognise the attributes that children and their communities have and situates those living in poverty as being deviant. The strong promotion in this century of structured mathematics education programmes is solidifying this homogenising process in a manner not seen in previous early childhood programmes.
Ideias Pedagógicas de Montessori no Brasil: Contributos à Educação Matemática [Montessori Pedagogical Ideas in Brazil: Contributions to Mathematics Education]
Available from: REMATEC
Publication: REMATEC (Revista de Matemática, Ensino e Cultura), vol. 15
Abstract/Notes: Este trabalho tem como objetivo compreender como ocorreu a transferência, para o Brasil, das propostas pedagógicas de Maria Montessori e quais foram, dentre essas propostas, as que foram incorporadas ao ensino elementar da Matemática no período de 1911 a 1952. Esta é uma pesquisa qualitativa de abordagem documental, apoiada no referencial das transferências culturais. Nossas fontes se encontram nos arquivos da hemeroteca digital da Biblioteca Nacional do Rio de Janeiro; no repositório da Universidade Federal de Santa Catarina; em livros didáticos, artigos e teses sobre a autora. Concluímos que as transferências das propostas pedagógicas de Montessori, no Brasil, ocorreram principalmente por meio de livros, artigos, periódicos, cursos oferecidos aos professores, exposições pedagógicas e pelas escolas montessorianas que surgiram na década de 1920. A apropriação de suas ideias no ensino da matemática no país deu-se com ênfase no ensino de iniciação aritmética e de conceitos elementares de geometria, com forte utilização dos materiais didáticos propostos por Montessori.
The Effect of Montessori Mathematics Education Program on Number Concept Formation of Mental Retardation / 몬테소리 수 교육프로그램이 정신지체아의 수 개념 형성에 미치는 효과
Available from: The Korean Association on Developmental Disabilities (KADD)
Publication: 발달장애연구 / Journal of Developmental Disabilities, vol. 9, no. 2
Abstract/Notes: The children with mental retardation also need to obtain the basic math capabilities in order to lead an independent life as a social member. The number concepts make the foundation of both math and social life, which is why mentally retarded children should learn about the number concepts and basic computations. Montessori mathematics education not only offers great teaching methods to increase the learning effect in numbers of mentally retarded children, but also induces interest from them through diverse number materials. Thus this study set out to investigate the effects of the Montessori mathematics education by comparing the degree of number concepts between the experiment group that had the Montessori mathematics education program applied and the control group that followed the general number curriculum. Those students who didn't have number concepts formed yet made the subjects among the students attending the elementary schools in two administrative districts of Gyeongsangnam Province and receiving special education. 20 of them made the experiment group, while the rest 19 the control group. The former group participated in the Montessori mathematics education program five times a week (a session lasted 40 minutes) for 12 weeks. The effects of the treatment were examined with the tool devised by Fischer(1988) and translated by Jo Eun-yeong (1993). The collected data were analyzed with t-test. The findings of the research were summarized as follows: After the Montessori mathematics education program was applied to the experiment group, there were significant differences in the achievement of number concepts between the group and the control group that didn't receive the program. Those mentally retarded children who had the Montessori mathematics education scored higher points than those who didn't in all the nine subelements of number concepts, which were mechanical counting, rational counting, cardinal numbers, instant recognizing, one on one correspondence, number preservation, non-equivalence, ordinal numbers, and parts-the whole-parts. Thus the Montessori mathematics education program will be of great help when applied to the number concept education for the mentally retarded. / 이 연구는 몬테소리 수 교육프로그램이 정신지체아의 수 개념 형성에 미치는지 효과를 알아보기 위해 수행되었다. 몬테소리 수교육은 체계적이고 과학적이며 구체적인 방법에 의해 이루어지므로 정신지체아들의 흥미를 쉽게 유발시키고 효과적인 학습을 기대할 수 있다. 수개념은 Fischer(1988)의 수개념 검사 도구의 하위 영역인 기계적 세기, 합리적 세기, 기수, 즉시 인식하기, 1:1 대응, 수 보존, 비등치, 서수, 부분-부분-전체 개념의 9가지 항목으로 설정하였다. 연구의 대상은 경상남도의 G군과 H군의 초등학교의 특수학급에 재학 중인 아동(G군의 7개교 9학급의 62명, H군의 6개교 8학급의 43명)중에서 수 개념을 공부하고 있는 정신지체아동 43명을 각 학교의 특수교사로부터 추천을 받았다. 수 개념의 정도를 알아보기 위하여 기계적인 수세기를 하여 20 이상을 세는 아동은 제외하고 실험집단 20명과 비교집단 19명으로 하였다. 몬테소리 수 교육이 정신지체아의 수 개념 발달에 미치는 효과를 구명하기 위한 것으로 몬테소리 수 교육 프로그램을 실시하고 개별적으로 사전, 사후 검사를 실하여 그 효과를 분석하였다. 이러한 연구결과를 일반화 하는 문제가 논의되었다.
ISSN: 2288-4289, 2671-6488
Convergence and Divergence of Ethnomathematics (D’Ambrosio) and Mathematics (Montessori): An Ethnomathematics Program
Publication: Montessori Australia eArticle, vol. 2021, no. 4
A New Education for a New Era: The Contribution of the Conferences of the New Education Fellowship to the Disciplinary Field of Education 1921–1938
Available from: Taylor and Francis Online
Publication: Paedagogica Historica: International Journal of the History of Education, vol. 40, no. 5-6
Abstract/Notes: This article examines the role played by the conferences of the New Education Fellowship (NEF) in the emerging disciplinary field of the sciences of education between the two world wars. As Fuchs points out in an article in the present issue, the field of education at this time was being internationalized, and, being an international movement, the field impacted on by the NEF was international in scope.1 As will be seen, the ideas and practices of the new education were mediated by national cultural differences and thus their impact on the disciplinary field varied from nation to nation.2 In addition, the development of the field in terms of journals, conferences and its institutionalization within nations was uneven, which presents further difficulties when trying to evaluate the impact of the NEF's conferences. Much of the following discussion focuses on their impact on the disciplinary field in England though, as will be seen, not exclusively so. One of the distinguishing features of the NEF other than its international scope was that it was a movement that connected lay enthusiasts for the educational reforms associated with the new education with major figures in the developing disciplines of psychology and education, such as Carl Gustav Jung, Jean Piaget and John Dewey. The relation between these lay and professional constituencies is examined and conclusions drawn regarding the professionalizing process in the field and the impact of the conferences on educational research and its institutionalization.
ISSN: 0030-9230, 1477-674X
Une éducation pour une ère nouvelle: le congrès international d’éducation de Calais (1921) [Education for a new era: the international congress of education in Calais (1921)]
Available from: CAIRN
Publication: Les Études Sociales, vol. 163, no. 1
Abstract/Notes: Renouant avec les pratiques d’échanges intellectuels d’avant 1914, des spécialistes de l’éducation d’une quinzaine de pays, appartenant à l’enseignement public comme au secteur privé, tiennent un congrès original, durant deux semaines, à Calais. Au-delà du thème qui les rassemble, « l’expression créatrice de l’enfant », éducateurs théosophes, pédologues et psychologues de l’enfant, praticiens des écoles nouvelles et représentants de l’institution scolaire débattent d’une conception de l’éducation pertinente pour l’ère nouvelle de l’humanité qu’ils appellent de leurs vœux. Conscients d’ouvrir un chantier immense, les personnalités majeures du rassemblement calaisien (B. Ensor, O. Decroly, A. Ferrière) mettent à profit le congrès pour fonder une organisation durable qui poursuivra la réflexion : la Ligue internationale pour l’éducation nouvelle. [Reviving the practices of intellectual exchange that began before 1914, education specialists from some fifteen countries, belonging to public and private school organizations, gathered for an original congress held over two weeks in Calais. Beyond the matter that brought them together, dedicated to “the creative expression of children,” educators, theosophists, pedologists and child psychologists, practitioners of New Education and school officials, discussed what could be the significant educational concepts for the new age of humanity they expected. Conscious of launching a huge project, the prominent personalities of the Calais gathering (Béatrice Ensor, Ovide Decroly, and Adolphe Ferrière) built on that project to create a sustainable organization that could carry on discussions: The New Education Fellowship.]
The Comparison of the Intuitive Mathematic Skills of Preschool Children Who Take Education According to Ministry of National Education Preschool Education Program and Montessori Approach
Available from: IISTE - International Knowledge Sharing Platform
Publication: International Journal of Scientific and Technological Research, vol. 6, no. 6
Abstract/Notes: This study analyzed intuitive mathematics abilities of preschool children and to ascertain whether there was a difference between children who were educated according to the Ministry of National Education (MoNE) preschool education program and the Montessori approach. It was also examined whether the intuitive mathematics abilities of the children who were educated according to the MoNE program and Montessori approach showed a significant difference according to variables of gender, duration of pre-school education, and educational levels of parents. The study sample of the study consisted of 121 children (56 girls, 65 boys) aged between 60-72 months. The data was collected via “Personal Information Form” and “Intuitive Mathematics Ability Scale” developed by Güven (2001). Intuitive mathematical abilities of children who were educated according to the Montessori program were more developed compared to those of children educated according to MoNE program. There was no significant difference in intuitive mathematical abilities according to duration of preschool education, education levels of parents. As a result of the study, a significant difference was observed in the intuitive math abilities of the children trained according to the MoNE program in favor of the girls, whereas no significant difference was observed trained according to the Montessori approach. The results are discussed in light of the relevant literature.
Montessori Preschool Education: 유아교육에 관하여 [Montessori Preschool Education: About Early Childhood Education]
Available from: RISS
Publication: 人間理解 / Journal of Human Understanding and Counseling, vol. 3
ISSN: 2005-0860, 2671-5821