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Article
Four Seventh Grade Students Who Qualify for Academic Intervention Services in Mathematics Learning Multi-Digit Multiplication with the Montessori Checkerboard
Available from: ERIC
Publication: Teaching Exceptional Children Plus (TECPlus), vol. 4, no. 3
Date: Jan 2008
Pages: Article 2
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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
Article
Studying Students in Montessori Schools
Available from: AAAS - Science
Publication: Science, vol. 315
Date: Feb 2, 2007
Pages: 596-597
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Abstract/Notes: In their education forum "Evaluating Montessori education" (29 Sept., p. 1893), A. Lillard and N. Else-Quest do not consider that differential peer influences between their test and control groups of students may contribute to the differences they observed. The authors controlled for parental effects by examining only students whose parents had entered a lottery for entry into a Montessori school. However, the students who were unable to attend the Montessori school because their parents "lost" the lottery were dispersed to traditional schools, where they would have been educated with a majority of peers whose parents did not enter the lottery at all. The differences they found in the academic and behavioral performance of students in Montessori and traditional schools may not reflect the superiority of the former educational approach, but the negative effect of peer relationships in the latter.
Language: English
DOI: 10.1126/science.315.5812.596b
ISSN: 0036-8075, 1095-9203
Article
Multi-Age Classes and High Ability Students
Available from: JSTOR
Publication: Review of Educational Research, vol. 69, no. 2
Date: 1999
Pages: 187-212
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Abstract/Notes: Reviews research on multiage classroom organization as an option for high-ability students. Studies of cognitive and affective factors have consistently shown positive effect sizes. Discusses conditions under which positive effects are most likely and explores multiage classes as an alternative for high-ability children. (Contains 85 references.) (SLD)
Language: English
ISSN: 0034-6543, 1935-1046
Article
Montessori Mathematics for Students with Pervasive Developmental Disorder - Not Otherwise Specified
Available from: Universitas Muhammadiyah Tangerang
Publication: Prima: Jurnal Pendidikan Matematika, vol. 6, no. 1
Date: 2022
Pages: 30-39
Developmentally disabled children, Mathematics education, Montessori method of education
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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
ISSN: 2580-2216
Article
Students Rise Up for Social Justice [Montessori Spotlight: East Cooper Montessori Charter School, Mt. Pleasant, South Carolina]
Available from: ProQuest
Publication: Montessori Life, vol. 33, no. 3
Date: Fall 2021
Pages: 12-13
American Montessori Society (AMS) - Periodicals, Americas, North America, United States of America
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Language: English
ISSN: 1054-0040
Master's Thesis (Action Research Report)
The Relationship Between Using Conceptual Language and the Depth of Student Understanding of Dynamic Addition and Multiplication in 4-9-Year-Old Montessori Students
Available from: St. Catherine University
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Abstract/Notes: This study aims to bring clarity to the relationship between procedural mathematical work and abstracted math learning when carrying in addition and multiplication. To explore this relationship, researchers employed both quantitative and qualitative data tools that unearthed the nuances within this specific process of math learning. Participants in the study included twenty-nine students from two different schools in different mixed age groups including ages three-to-six-years-old and six-to-nine-years-old. Students participated in a six-week intervention process, working on dynamic addition and multiplication using conceptual mathematical language to support the process. The findings indicate an overall two-point increase across learning variables post intervention. The conclusion of this study implores the broader educational community to revisit systemic, procedural math learning processes. In the future, we must question the finality of manipulatives and their place in the continuum of authentic math learning.
Language: English
Published: St. Paul, Minnesota, 2019
Article
Students Work for the Greater Good
Available from: ProQuest
Publication: Montessori Life, vol. 28, no. 3
Date: Fall 2016
Pages: 17
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Abstract/Notes: While I was accustomed to seeing students take on projects to collect funds (or canned food, shoes, blankets, etc.) for people in need, Middle School students at Valley Montessori School (Livermore, CA) took things further a few years ago.(Both purchases helped to protect and preserve threatened and endangered habitats.) Classes have also raised funds for the grassroots campaign Nothing but Nets, which provides much-needed bed nets to keep out mosquitoes and help prevent malaria in Africa.After learning that AMS 2016 Living Legacy Carolyn Kambich spoke about building Montessori schools and teacher training centers in Uganda at the AMS 2016 Annual Conference, Valley Middle School students determined that they should host a breakfast and boutique event, in which they would make and sell breakfast foods and craft items, to educate others about and raise money for this endeavor.
Language: English
ISSN: 1054-0040
Conference Paper
Exploring the Role of Montessori Pedagogy on Students in Early Childhood Schools with Saudi Arabia
Available from: IATED Digital Library
11th International Conference on Education and New Learning Technologies
Asia, Middle East, Saudi Arabia, Western Asia
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Abstract/Notes: This study explores the role of Montessori pedagogy for early childhood pupils in Saudi Arabian. In order to fulfil this aim, this study collected data from a sample of 12 teachers in different five schools in order to explore their attitudes towards the adoption of Montessori pedagogy in early childhood schools. Two types of data collection methods (i.e. interviews and questionnaire) were used in this study. The numeric data collected from the questionnaire was analysed statistically and the textual data collected from interviews were analysed using thematic analysis. The findings indicate that teachers believe that using Montessori Pedagogy can help students in early childhood as it enhances their learning quality and performance. Furthermore, using Montessori pedagogy is preferable among teachers of younger ages. However, an efficient adoption of Montessori pedagogy requires sufficient experience from the teachers in using this pedagogy. Other factors that influence the attitudes of teachers towards using Montessori pedagogy include availability of specialist support and the existence of training courses for teachers. In regard to limitations, the results of this study cannot be generalized to the whole population due to the small size of sample adopted in this research.
Language: English
Published: Palma, Spain: International Academy of Technology, Education and Development (IATED), 2019
Pages: 5362-5362
DOI: 10.21125/edulearn.2019.1316
ISBN: 978-84-09-12031-4
Conference Paper
Academic Achievement Outcomes: Montessori and Non-Montessori Public Elementary Students
Available from: Semantic Scholar
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Language: English
Bachelor's Thesis
Understanding ESL learning/teaching processes of immigrant students in the USA
Available from: Universidad Santo Tomás - Institutional Repository
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Abstract/Notes: Este Micro Proyecto de investigación aborda la descripción de la enseñanza y el aprendizaje del inglés como segundo idioma de los estudiantes inmigrantes de tercer grado de "Latin American Montessori Bilingual Public Charter School" ubicada en Washington DC, EE.UU. La descripción se desarrolló a través de un estudio de caso que buscaba analizar, describir y mostrar los procesos de aprendizaje y enseñanza de ESL teniendo en cuenta la culturas de la población, lengua materna (Español) y especialmente el contexto en el que se forman (contexto inglés), así como la metodología institucional (Montessori). [This research Micro Project deals with the description of teaching and learning of English as a second language of third immigrant students of the Latin American Montessori Bilingual Public Charter School located in Washington DC, USA. The description was developed through a case study that sought to analyze, describe and show the learning/teaching processes of ESL taking into account their cultures, mother tongue and especially the context in which they are formed, as well as the institutional methodology (Montessori).]
Language: Spanish
Published: Bogotá, Colombia, 2020