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Article
Montessori Cultural Subjects: The Gift of Drawing
Publication: Montessori Life, vol. 2, no. 4
Date: 1990
Pages: 29
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Language: English
ISSN: 1054-0040
Article
Counting the Pinecones: Children's Addition and Subtraction Strategies
Available from: ProQuest
Publication: Montessori Life, vol. 17, no. 2
Date: Spring 2005
Pages: 26-28
Action research, Arithmetic, Mathematics education, Montessori method of education
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Abstract/Notes: This article discusses an approach designed for mathematics educators. Maria Montessori intended this knowledge to be shared with other teachers, increasing the Montessori community's understanding of children's thinking. A group of Montessorians has even tried to formalize this process with a program called Teachers' Research Network. Similarly, the intent is to share mathematics education research and practices. Specifically, the author would like to suggest the use of word problems to help children build a more abstract understanding of addition and subtraction. In mathematics education, researchers are examining how children invent arithmetic operations in a program called Cognitively Guided Instruction (CGI). The author describes the aspects of CGI that are similar to the Montessori tradition. Children use a variety of materials and strategies to solve problems. The role of the teacher is to modify the environment (using a variety of problem types and difficulties) to learn about each child's understanding. By observing how children pursue word problems, the researchers were able to assess what the children understood about operations, looking beyond whether or not they could perform the simple arithmetic calculations. Through quantitative and qualitative analyses, they discovered that children were indeed capable of solving complex word problems, including problems that involved more than one operation, in a variety of ways. The teacher's new understanding of the children's mathematical thinking is then used to vary the types of problems given in order to help children become more abstract thinkers. (Contains 1 table.)
Language: English
ISSN: 1054-0040
Article
Subliminal Montessorian: When It Makes Sense to Teach the Ideas Without the Name
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 10, no. 1
Date: Fall 1997
Pages: 16
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Language: English
ISSN: 1071-6246
Article
Pre-Primary Education in Bombay City and Suburbs
Available from: Internet Archive
Publication: The Indian Journal of Social Work, vol. 10, no. 4
Date: Mar 1950
Pages: 320-333
Asia, India, Montessori method of education, South Asia
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Language: English
ISSN: 0019-5634
Article
The Animal Kingdom Revisited: Thoughts on Teaching an Evolving and Complex Subject
Publication: Public School Montessorian, vol. 10, no. 4
Date: Summer 1998
Pages: 21
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Language: English
ISSN: 1071-6246
Article
Cultural Subjects May Be the Key
Publication: Public School Montessorian, vol. 18, no. 3
Date: Spring 2006
Pages: 15
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Language: English
ISSN: 1071-6246
Article
Challenging the Gaze: The Subject of Attention and a 1915 Montessori Demonstration Classroom (Bilingual edition: English/Portuguese)
Available from: Cadernos de História da Educação
Publication: Cadernos de História da Educação, vol. 15, no. 1
Date: 2016
Pages: 166-189
Americas, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History, United States of America, North America, Panama-Pacific International Exposition (1915, San Francisco, California), United States of America
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Abstract/Notes: The child's attention, how this attention is reasoned about, and how attention works as a surface for pedagogical intervention are central to understanding modern schooling. This article examines “attention” as an object of knowledge related to the organization and management of individuals. I address what we might learn about attention by studying one specific Montessori classroom, the glass-walled public demonstration set up at the 1915 San Francisco World's Fair. The pedagogy of attention on display and the spectatorship of the classroom provide an opportunity to rethink how power and subjectivity play in the formation of human attractions. I argue that thinking through Montessori offers important and relevant suggestions for present-day examinations of attention. The 1915 demonstration classroom can help us theorize the relation of attention to normalizing and governmentalizing practices. This specific study of how attention operates in one locale has implications for tactile learning theories and for the analytics of power to be used in studies of attention.
Language: English, Portuguese
DOI: 10.14393/che-v15n1-2016-6
ISSN: 1982-7806
Article
Challenging the Gaze: The Subject of Attention and a 1915 Montessori Demonstration Classroom
Available from: Wiley Online Library
Publication: Educational Theory, vol. 54, no. 3
Date: 2004
Pages: 281-297
Americas, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History, North America, North America, Panama-Pacific International Exposition (1915, San Francisco, California), United States of America
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Abstract/Notes: The child's attention, how this attention is reasoned about, and how attention works as a surface for pedagogical intervention are central to understanding modern schooling. This article examines attention as an object of knowledge related to the organization and management of individuals. I address what we might learn about attention by studying one specific Montessori classroom, the glasswalled public demonstration set up at the 1915 San Francisco World's Fair. The pedagogy of attention on display and the spectatorship of the classroom provide an opportunity to rethink how power and subjectivity play in the formation of human attractions. I argue that thinking through Montessori offers important and relevant suggestions for present-day examinations of attention. The 1915 demonstration classroom can help us theorize the relation of attention to normalizing and governmentalizing practices. This specific study of how attention operates in one locale has implications for tactile learning theories and for the analytics of power to be used in studies of attention. -- ERIC
Language: English
DOI: 10.1111/j.0013-2004.2004.00020.x
ISSN: 0013-2004, 1741-5446
Article
Material Dourado de Montessori: trabalhando com algoritmos de Adição, Subtração, Multiplicação ou Divisão
Available from: Universidade Federal de Uberlândia (Brazil)
Publication: Ensino em re-vista, vol. 6, no. 1
Date: 1998
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Language: Portuguese
ISSN: 1983-1730
Article
Influences of Multisensory Experience on Subsequent Unisensory Processing
Available from: University of California eScholarship
Publication: Frontiers in Psychology, vol. 2
Date: 2011
Pages: Article 264
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Abstract/Notes: Multisensory perception has been the focus of intense investigation in recent years. It is now well-established that crossmodal interactions are ubiquitous in perceptual processing and endow the system with improved precision, accuracy, processing speed, etc. While these findings have shed much light on principles and mechanisms of perception, ultimately it is not very surprising that multiple sources of information provides benefits in performance compared to a single source of information. Here, we argue that the more surprising recent findings are those showing that multisensory experience also influences the subsequent unisensory processing. For example, exposure to auditory-visual stimuli can change the way that auditory or visual stimuli are processed subsequently even in isolation. We review three sets of findings that represent three different types of learning ranging from perceptual learning, to sensory recalibration, to associative learning. In all these cases exposure to multisensory stimuli profoundly influences the subsequent unisensory processing. This diversity of phenomena may suggest that continuous modification of unisensory representations by multisensory relationships may be a general learning strategy employed by the brain.
Language: English
ISSN: 1664-1078