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Article
A History of Montessori in the United Kingdom
Publication: Montessori Society Review, vol. 19
Date: 2007
Pages: 6–19
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Language: English
Article
Society Conferences in United States [May-July, 1989]
Publication: Montessori Observer, vol. 10, no. 4
Date: Sep 1989
Pages: 1, 4
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Language: English
ISSN: 0889-5643
Article
New Texas Society Sponsors Conference [Texas Montessori Society, August, 1986]
Publication: Montessori Observer, vol. 7, no. 3
Date: May 1986
Pages: 1
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Language: English
ISSN: 0889-5643
Article
Montessōri kyōiku to shōgai-ji no shidō / モンテッソーリ教育と障害児の指導 [Montessori Education and the Direction of the Handicapped Child]
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 19
Date: 1987
Pages: 16-21
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Language: Japanese
ISSN: 0913-4220
Article
Montessori-Geist und Montessori-Praxis in der Schule
Available from: HathiTrust
Publication: Die Neue Erziehung, vol. 8, no. 9
Date: Sep 1926
Pages: 644-658
Montessori method of education
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Language: German
Article
Becoming a Montessori Parent: How Can Montessori Values Guide the Transition to Parenthood
Publication: Montessori Voices [Montessori Aotearoa New Zealand], vol. 49
Date: Apr 2008
Pages: 15
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Language: English
ISSN: 1178-6213, 2744-662X
Article
Montessori 101: Some Basic Information Every Montessori Parent Should Know
Publication: Tomorrow's Child, vol. 16
Date: 2008
Pages: 4–23
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Language: English
ISSN: 1071-6246
Article
Montessori 101: Montessori Jargon That You Ought to Know
Publication: Tomorrow's Child, vol. 27, no. 4
Date: May 2021
Pages: 29
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Language: English
ISSN: 1071-6246
Doctoral Dissertation
A Comparison of the Place Value Understanding of Montessori and Non-Montessori Elementary School Students
Available from: National Center for Montessori in the Public Sector (NCMPS)
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Abstract/Notes: Schools following the Montessori method use individual and small-group teaching methods and hands-on, concrete materials to provide a basis for deep learning of mathematical concepts. Schools with a mostly traditional approach to mathematics teaching mainly use large-group lecture methods with little use of manipulative materials. This study investigated the understanding of place value concepts and abilities of Montessori students by comparing task responses of 93 students in grades 1-3 in a Montessori school (n=47) and in a mostly traditional comparison school (n=46). Data collection included clinical interviews with each student. The theoretical framework used in the study was taken from Zoltan Dienes, a mathematician, who believed that mathematics is learned and created by forming layers of abstract generalizations. Interview tasks were both gathered from the literature and created by the researcher. Procedural tasks included those that asked students to count, to identify the value of digits in a number, and to use the standard addition algorithm for multidigit numbers. Conceptual tasks included those that required students to solve two-digit addition and missing addend questions with and without materials and to solve word problems involving three- and four-digit numbers. Some tasks included large numbers into the thousands because Dienes' framework calls for increasingly abstract generalizations, which for place value means larger and larger numbers.
Language: English
Published: Columbus, Ohio, 2000
Article
Role učitele ve škole Montessori / Teacher's Role in Montessori School
Available from: Digitální knihovna Filozofické fakulty Masarykovy univerzity (Czechia)
Publication: Sborník prací Filozofické fakulty brněnské univerzity. U, Řada pedagogická, vol. 55, no. U12
Date: 2007
Pages: 117-126
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Abstract/Notes: This contribution deals with the role of teachers interacting with pupils in Montessori schools. Originally an exercise research for the study course of qualitative research in educational sciences, the text outlines the basic principles of Maria Montessori’s pedagogy, describing then the research method and the findings. A teacher was observed, keeping to her designed role within a certain extent of workload only. Yet once there were too many requirements from pupils, she abandoned her ideal role and became a captive who, under the load of her tasks, tended to solutions contravening to Montessori’s philosophy and reprobated by herself when she spoke about them. / Zaměření textu na roli učitele ve škole Montessori vzniklo souhrou několika faktorů, z nichž klíčová byla volba tématu pro cvičný kvalitativní výzkum v rámci kurzu Kvalitativní výzkum v pedagogických vědách a možnost navštívit základní školu Montessori. Zájem o alternativní koncepci výuky, kterou jsem mohla pozorovat, se pak stal základem pro téma této práce, jejímž cílem je popsat, jak učitelka Králová1 zvládá roli učitele ve škole Montessori a pokusit se odhalit obecné zákonitosti jejího jednání v interakci se žáky.
Language: Czech
ISSN: 1211-6971