Abstract/Notes: History is replete with politically and ideologically motivated resistance to change in...

Language: English

ISSN: 0272-8893

Abstract/Notes: Neste artigo, discutimos os fundamentos para o ensino da Matemática na Pedagogia Tradicional e na Pedagogia Nova, marcadamente, a partir das teorias de fronteira de Comenius, Pestalozzi e Montessori. Esta pesquisa é de cunho documental e bibliográfico. Ao final da análise, concluímos que: há uma circulação de ideias entre o pensamento educacional de Comenius, Pestalozzi e Maria Montessori no que diz respeito ao uso de materiais didáticos e que nos métodos por estes pensadores a Matemática está associada às atividades práticas e gradativas. [In this article, we discuss the fundamentals for the teaching of Mathematics in Traditional Pedagogy and New Pedagogy, markedly, based on theories of Comenius, Pestalozzi and Montessori. This research is documental and bibliographic. At the end of the analysis, we conclude that: there is a circulation of ideas between the educational thoughts of Comenius, Pestalozzi and Maria Montessori regarding the use of didactic materials and that in the methods proposed by these thinkers Mathematics is associated with practical and gradual activities.]

Language: English, Portuguese

DOI: 10.1590/0104-4060.64213

ISSN: 0104-4060, 1984-0411

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.

Language: English

DOI: 10.1007/s11858-014-0578-y

ISSN: 1863-9704

Abstract/Notes: This article describes the positive impact of Montessori manipulative materials on four seventh grade students who qualified for academic intervention services because of previous low state test scores in mathematics. This mathematics technique for teaching multi-digit multiplication uses a placemat-sized quilt with different color-coded squares for place value, color-coded bead bars for representing digits, and small numeral tiles in a procedure related to lattice multiplication. The article presents a brief introduction to the Montessori approach to learning, an overview of Montessori mathematics, and an explanation of the Checkerboard for Multiplication with related multiplication manipulatives. Pretest/posttest results of the four students indicated that all increased their understandings of multiplication. The results of an attitude survey showed students improved in enjoyment, perceived knowledge, and confidence in solving multiplication problems. (Contains 19 figures and 5 tables.)

Language: English

ISSN: 1553-9318

Language: English

ISSN: 1073-5836

Abstract/Notes: Actualmente, el aprendizaje de la matemática escolar se ha constituido en un problema latente, generado por diversos factores, entre ellos, los métodos usados por el profesor. El objetivo de la investigación consistió en establecer la influencia que tiene el método Montessori en el fortalecimiento del pensamiento lógico-matemático en los infantes de grado tercero, en una Institución educativa colombiana. La metodología fue cuantitativa, con diseño cuasi-experimental; la información fue recogida en un diario de campo por observación directa y una prueba de entrada-salida; los datos se procesaron con el software SPSS y las hipótesis se comprobaron con la prueba de Wilcoxon. Los resultados mostraron que el método Montessori plasmado en una secuencia didáctica, influyó de manera significativa en el aprendizaje estudiantil asociado a las operaciones de adición y multiplicación con números naturales. Se concluye que este método promueve el aprendizaje significativo de los escolares, basado en experiencias y descubrimientos. / Currently, the learning of school mathematics has become a latent problem, generated by various factors, including the methods used by the teacher. The objective of the research was to establish the influence of the Montessori method in strengthening logical-mathematical thinking in third grade infants, in a Colombian educational institution. The methodology was quantitative, with a quasi-experimental design; the infor-mation was collected in a field diary by direct observation and an entry-exit test; the data were processed with the SPSS software and the hypotheses were verified with the Wilcoxon test. The results showed that the Montessori method, embodied in a didactic sequence, significantly influenced student learning associated with the operations of addition and multiplication with natural numbers. It is concluded that this method promotes meaningful learning in schoolchildren, based on experiences and discoveries.

Language: English

DOI: 10.19053/20278306.v11.n3.2021.13354

ISSN: 2027-8306, 2389-9417

Abstract/Notes: Teacher knowledge needed for teaching is widely studied to characterize its key categories. We report findings from a study on teachers’ knowledge for mathematics in the Montessori schools. In Montessori accredited schools, teachers learn to teach mathematics in ways different from the teachers themselves experienced in non-Montessori schools. We ask: What knowledge do teachers learn? and how do they continue to refine this knowledge in teaching in classrooms? We draw from a teacher knowledge framework based on cross-national studies to interpret mixed data from a case study. We aim to inform research on teacher characteristics needed for consistent implementation of instructional reform. Major findings from this study are that for K-6 Montessori teachers to thrive in teaching mathematics in Montessori classrooms, they need teacher knowledge on Montessori materials, on lesson and the presentation of content according to Montessori’s philosophy and pedagogy; as well as on the process of independently understanding concepts to be presented. The findings contribute to further theorizing on teacher knowledge which has implications is designed to teacher training opportunities in three subcategories; namely teaching, learning, and professional competence knowledge.

Language: English

DOI: 10.29333/iejme/11005

ISSN: 1306-3030

Abstract/Notes: En didáctica de la matemática se ha realizado diversos estudios que buscan mejorar el proceso de enseñanza-aprendizaje; un sistema escolar alternativo como el método Montessori, tiene sólidos resultados socioemocionales y académicos en los niños, prácticamente no ha cambiado en más de un siglo, puede aplicarse en todos los años de la educación primaria y secundaria. La presente investigación tuvo como objetivo general implementar el Ambiente Montessori para el aprendizaje de cuerpos tridimensionales. Se enmarcó en una metodología cuantitativa. La muestra fue de 9 estudiantes y el instrumento fue una encuesta de satisfacción estudiantil. En los resultados más relevantes se observó que según una categoría de Sobresaliente el entorno cumple con las características del ambiente Montessori, de igual forma los materiales para el aprendizaje de cuerpos tridimensionales. En conclusión, el ambiente Montessori mejoró el rendimiento académico de los estudiantes, esto en contradicción con algunas investigaciones que ven al sistema como formador de un ser asocial, el mismo permite fortalecer relaciones interpersonales y con la naturaleza. / In didactics of mathematics, various studies have been carried in order to improve the teaching-learning process; an alternative school system such as the Montessori method, it has strong socio-emotional and academic results in children, it has not changed for more than a century practically, it can be applied in all years of primary and secondary education. The present investigation has as general objective to implement the Montessori Environment for the learning of three-dimensional bodies. It was supported in a quantitative methodology. The sample was constituted by nine students and the instruments were a participant observation sheet and a student satisfaction survey. In the most relevant results, it was observed according to a category of Outstanding, the environment complies with the characteristics of the Montessori environment, in the same way the materials for learning three-dimensional bodies. In conclusion, the Montessori environment improved the academic performance of the students, this research is in contradiction with some investigations that see the system as a trainer of an asocial human being, it allows to strengthen interpersonal relationships and with nature.

Language: English

DOI: 10.36260/rbr.v10i11.1527

ISSN: 2256-1536

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.

Language: Portuguese

DOI: 10.37084/REMATEC.1980-3141.2020.n0.p195-211.id250

ISSN: 2675-1909

Language: English

ISSN: 0034-0510