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: Croatian

ISSN: 1332-3008, 1849-1650

Abstract/Notes: Multiage grouping, based on the belief that children benefit from engaging in learning environments that accommodate at least two age groups, allows for marked improvements in children's enthusiasm for learning mathematics. Children are challenged and stimulated by their interactions with multiage peers, and assessment information indicates they are developing mathematical sense, skills, and concepts from their experiences. (LBT)

Language: English

ISSN: 1068-6177

Abstract/Notes: Montessori is a learning method that uses the surrounding environment as a learning resource. This research is aimed at describing how the Montessori method is applied to Mathematics for students who survive Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS). The research method used is descriptive qualitative. The research subjects were PDD-NOS grade V SD students in inclusive schools. The research instruments were documentation, observation, and interviews. The results showed that students with PDD-NOS who have delays in communication can more easily accept mathematics learning using the Montessori method. This is supported by the Montessori concept which allows PDD-NOS students to use lego in learning fractions.

Language: English

DOI: 10.31000/prima.v6i1.5300

ISSN: 2580-2216

Abstract/Notes: This research offers a theoretical comparative analysis of the Montessori Method and integrative teaching. Current trends call for incorporation of an integrative approach into educational practice. From the constructivists’ cognitive perspective kno...

Language: English

DOI: 10.32728/mo.06.1.2011.11

ISSN: 1846-1484, 1848-8455

Language: English

DOI: 10.5951/MT.43.6.0252

ISSN: 0025-5769

Abstract/Notes: An important aspect that determines learning success is the learning method used by the teacher. Teacher prospective teachers should have broad insights related to learning methods. Prospective teachers and teachers need to vary the learning model. Montessori method is one method that follows the natural tendencies of children and teachers need to prepare learning that follows the stages of child development. Based on these thoughts, community service is carried out to help prospective teachers and teachers' insights about the Montessori method. The sequence of community service activities is the training and mentoring of prospective teachers, the implementation of learning by the Montessori method by prospective teachers, evaluation and reflection on the results of implementation, preparation of training materials for elementary school teachers, and the activity ends with the evaluation and training of Montessori methods for elementary teachers. The result of community service is that prospective teachers are happy to have classroom experience and 100% of students are happy because they are involved in innovative learning activities, the Montessori method. In addition, teachers also get experience training in Montessori methods.

Language: Indonesian

ISSN: 2540-8747

Abstract/Notes: This study aims to develop, analyze the feasibility and effectiveness of learning with scales media based on Montessori methods. The type of this study was Research and Development with ADDIE development model Analysis, Design, Development, Implementation, Evaluation. The techniques of data collection employed observation, interview, test, questionnaire, and documents.

Language: English

ISSN: 2581-4230

Abstract/Notes: While a growing body of research reveals the beneficial effects of music on education performance the value of music in educating the young child is not being recognized. If research of students in the school system indicates that learning through the arts can benefit the ‘whole’ child, that math achievement scores are significantly higher for those students studying music, and if Montessori education produces a more academically accomplished child, then what is the potential for the child when Montessori includes an enriched music curriculum? The decision to support music cannot be made without knowing music’s effect on academic achievement and its contribution to a student’s education. This study was an experimental design using a two-group post-test comparison. A sample of 200 Montessori students aged 3-5 years-old were selected and randomly placed in one of two groups. The experimental treatment was an “in-house” music enriched Montessori program and children participated in 3 half-hour sessions weekly, for 6 months. The instrument used to measure mathematical achievement was the Test of Early Mathematics Ability-3 (Barody & Ginsburg) to determine if the independent variable, music instruction had any effect on students’ math test scores. The results showed that subjects who received music enriched Montessori instruction had significantly higher math scores and when compared by age group, 3 year-old students had higher scores than either the 4 year-old or 5 year-old children. This study shows that an arts-rich curriculum has a significant positive effect on young students academic achievement.This comprehensive research presents developmentally appropriate early education curriculum for children from 2 through 6 years old and addresses some of the most compelling questions about early experience, such as how important music is to early brain development. Contemporary theories and practices of music education including strategies for developing pitch, vocal, rhythmic, instrumental, listening, movement and creative responses in children are presented. It explores the interrelationship of music and academic development in children, and demonstrates how music can enhance and accelerate the learning process. This study combines the best of research and practical knowledge to give teachers the necessary tools to educate tomorrow's musicians. It is essential reading for all students and teachers of young children.

Language: English

DOI: 10.21977/D93110059

ISSN: 1932-7528