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: Kako bi odgojili kompetentno dijete ono treba poštovanje, slobodu izražavanja, te mnoštvo poticaja prilikom svog odgoja i obrazovanja, a najviše od svega potporu i ohrabrenje da sve što radi pokuša napraviti samo. Djetetu se prilikom samostalnih aktivnosti ili određenih zadataka jača samopouzdanje, dijete se razvija, uči na greškama, te pronalazi rješenja. Dijete od svoga rođenja prolazi kroz mnoštvo razvojnih faza koje su teške, kako za osobe koje sudjeluju u odgoju i učenju djeteta, tako i za samo dijete, te mu samim time mi kao osobe odgovorne za predškolski odgoj i obrazovanje trebamo moći i znati pomoći da kroz sve te faze prođe na najbolji mogući način. Upravo su promjene u razmišljanjima o odgoju, te drugačiji pristup odgoju, te djetetu kao jedinki dovele do pojave alternativnih pedagoških koncepcija. Montessori pedagogija svojim načinom rada, te samim pristupom prema dječjem odgoju i poštivanju različitosti među djecom i danas nadahnjuje mnoge, te je izrazito priznata u cijelom svijetu. U radu se pojašnjava tijek reforme odgoja i obrazovanja koji je naposljetku i doveo do pojave alternativnih pedagoških metoda i različitih pristupa u odgoju i obrazovanju, a sam rad baziran je na pedagošku konceociju Marie Montessori. [In order to raise a competent child, it needs respect, freedom of expression and a lot of incentives during its upbringing and education, but most of all a child needs support and encouragement to try and do everything on its own. While performing independent activities or certain tasks, the child develops, learns from its mistakes and finds solutions. It goes through many difficult development phases from the moment of its birth – difficult phases for the people who participate in the upbringing and education of the child, as well as for the child itself. Therefore, as people who are responsible for the preschool upbringing and education, we must be able, and we must know how to help the child to go through all those phases in the best possible way. The changes in the way we think about upbringing, a different approach to upbringing and child as an individual have led to the occurrence of alternative pedagogical concepts. Montessori pedagogy, with its way of working, and it is very approach to childcare and respect for diversity among children, still inspires many today, and is widely recognized throughout the world. The paper clarifies the course of educational reform, which eventually led to the emergence of alternative pedagogical methods and different approaches in education, and the work itself is based on the Marie Montessori pedagogical concept.]

Language: Croatian

Published: Zagreb, Croatia, 2019

Language: English

ISSN: 1071-6246

Language: German

ISSN: 0944-2537

Language: German

Language: Spanish

Abstract/Notes: Play and work are, besides science, two basic forms of human activity. Play is not only the basic form of the activity of a small child, but also the organization of the educational process in a kindergarten. Therefore, the purpose of the article is to answer the question of why Maria Montessori calls a child’s activity work and not play. The explanation of this issue is carried out in two stages. The first is a literature review, on the basis of which the most important issues of the contemporary understanding of the concept of play and work are formulated. The second is an analysis of M. Montessori’s views and comparing them with the assumptions about play and work. The work of a child according to M. Montessori leads to their independence, allowing them to build relationships with others and discover the meaning of their actions, as well as objects in their immediate vicinity. The intention of M. Montessori was to appreciate the child’s actions, which promote holistic and integral development. Her views can be considered as convergent with contemporary concepts in primary education, focusing on subjectivity. She created a well-prepared environment for the child to be able to choose their own activity, termed as work. / Zabawa i praca są, obok nauki, dwiema podstawowymi formami działalności ludzkiej. Zabawa jest nie tylko podstawową formą aktywności małego dziecka, ale też organizacji procesu wychowawczego w przedszkolu. Dlatego celem artykułu jest udzielenie odpowiedzi na pytanie, dlaczego Maria Montessori nazywa działalność dziecka pracą, a nie zabawą. Wyjaśnienie tego zagadnienia jest realizowane w dwóch etapach. Pierwszy to przegląd literatury, na podstawie której sformułowano najważniejsze kwestie współczesnego rozumienia pojęć zabawy i pracy. Drugi to analiza poglądów M. Montessori i porównanie ich z założeniami dotyczącymi zabawy i pracy. Praca dziecka według M. Montessori prowadzi do jego samodzielności, pozwala na budowanie więzi z innymi oraz na odkrywanie i nadawanie sensu swojemu działaniu, jak i przedmiotom znajdującym się w najbliższym otoczeniu. Intencją M. Montessori było dowartościowanie działania dziecka, które sprzyja holistycznemu i integralnemu rozwojowi. Jej poglądy można uznać za zbieżne ze współczesnymi koncepcjami edukacji dziecka, stawiającymi na podmiotowość. Włoszka tworzy odpowiednio przygotowane otoczenie do tego, by dziecko mogło dokonywać wyboru własnej aktywności, która została nazwana pracą.

Language: Polish

DOI: 10.14632/eetp.2017.13.47.69

ISSN: 1896-2327, 2353-7787

Language: English

Published: Oxford, England: Clio, 1997

ISBN: 1-85109-296-X

Series: The Clio Montessori series

Language: English, German

Published: New York: Prestel, 2002

ISBN: 978-3-7913-2650-4 3-7913-2650-3

Language: Italian

Published: Torino, Italy: Paravia, 1930