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Article
Communication Board as a Montessori Apparatus in Teaching Mathematics to Autism Students
Available from: Ukrainian Journal of Educational Studies and Information Technology
Publication: Ukrainian Journal of Educational Studies and Information Technology, vol. 7, no. 3
Date: 2019
Pages: 25-31
Asia, Australasia, Autism in children, Children with disabilities, Indonesia, Mathematics education, Montessori materials, People with disabilities, Southeast Asia
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Abstract/Notes: The research of mathematics teachers and instructors is still focused on normal students. Students with special needs are often ruled out. In fact, they also need to learn mathematics. Mathematics is a very basic subject and must be mastered by everyone, including students with special needs. This research is intended to apply mathematics learning to autism students by using communication boards as a Montessori apparatus. Communication is chosen because autistic students have a visual learning style. Furthermore, the learning method is done with Montessori because it takes the concept of learning with the environment, in accordance with the main purpose of learning for autism students to be able to live independently and be empowered in the community. The study used the descriptive qualitative method. According to the research results several Montessori apparatuses have been chosen used including visual schedules, visuals to structure the environment, visual scripts, a visual rule reminder, the visual task analysis, and a choice board.
Language: English
DOI: 10.32919/uesit.2019.03.03
ISSN: 2521-1234
Article
What Makes Mathematics Manipulatives Effective? Lessons From Cognitive Science and Montessori Education
Available from: SAGE Journals
Publication: SAGE Open, vol. 5, no. 2
Date: 2015
Pages: 1-8
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Abstract/Notes: Manipulatives are ubiquitous in early childhood classrooms; yet, findings regarding their efficacy for learning mathematics concepts are inconsistent. In this article, we present four general principles that have emerged from cognitive science about ways to ensure that manipulatives promote learning when used with young children. We also describe how Montessori instruction offers a concrete example of the application of these principles in practice, which may, in turn, explain the high levels of mathematics achievement among children who attend Montessori programs during early childhood. The general principles and concrete examples presented in this article should help early childhood programs maximize the benefits of using manipulatives for developmentally appropriate mathematics instruction.
Language: English
ISSN: 2158-2440
Article
Pedagogical Knowledge for Teaching Mathematics in Montessori Schools
Available from: International Electronic Journal of Mathematics Education
Publication: International Electronic Journal of Mathematics Education, vol. 16, no. 3
Date: Oct 2021
Pages: Article em0646
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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
Article
Influencia del método Montessori en el aprendizaje de la matemática escolar / Influence of the Montessori Method on Learning School Mathematics
Available from: Universidad Pedagógica y Tecnológica de Colombia
Publication: Revista de Investigación, Desarrollo e Innovación, vol. 11, no. 3
Date: 2021
Pages: 555-568
Early childhood care and education, Early childhood education, Mathematics education, Montessori method of education
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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
Article
Ideias Pedagógicas de Montessori no Brasil: Contributos à Educação Matemática [Montessori Pedagogical Ideas in Brazil: Contributions to Mathematics Education]
Available from: REMATEC
Publication: REMATEC (Revista de Matemática, Ensino e Cultura), vol. 15
Date: 2020
Pages: 195-211
Americas, Brazil, Latin America and the Caribbean, Mathematics education, Montessori method of education, South America
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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
Article
Montessori, Mathematics, and Young Children
Publication: Reading Improvement, vol. 11
Date: 1974
Pages: 47-53
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Language: English
ISSN: 0034-0510
Article
Matematika u Predškolskom i Školskom Razdoblju Prema Mariji Montessori [Mathematics in Preschool and School Years According to Maria Montessori]
Available from: Hrčak - Portal of Croatian scientific and professional journals
Publication: Poučak: časopis za metodiku i nastavu matematike, vol. 19, no. 75
Date: 2018
Pages: 42-56
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Language: Croatian
ISSN: 1332-3008, 1849-1650
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
Montessori Method as a Basis for Integrated Mathematics Learning
Available from: Hrčak - Portal of Croatian scientific and professional journals
Publication: Metodički obzori: časopis za odgojno-obrazovnu teoriju i praksu [Methodological Horizons], no. 11
Date: 2011
Pages: 135-143
Mathematics education, Montessori method of education
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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
ISSN: 1846-1484, 1848-8455
Article
Observations on Attitudes of Young Children Toward Mathematics
Available from: JSTOR
Publication: Mathematics Teacher, vol. 43, no. 6
Date: 1950
Pages: 252-263