Language: English

ISSN: 1071-6246

Abstract/Notes: Schools following the Montessori method use individual and small-group teaching methods and hands-on, concrete materials to provide a basis for deep learning of mathematical concepts. Schools with a mostly traditional approach to mathematics teaching mainly use large-group lecture methods with little use of manipulative materials. This study investigated the understanding of place value concepts and abilities of Montessori students by comparing task responses of 93 students in grades 1-3 in a Montessori school (n=47) and in a mostly traditional comparison school (n=46). Data collection included clinical interviews with each student. The theoretical framework used in the study was taken from Zoltan Dienes, a mathematician, who believed that mathematics is learned and created by forming layers of abstract generalizations. Interview tasks were both gathered from the literature and created by the researcher. Procedural tasks included those that asked students to count, to identify the value of digits in a number, and to use the standard addition algorithm for multidigit numbers. Conceptual tasks included those that required students to solve two-digit addition and missing addend questions with and without materials and to solve word problems involving three- and four-digit numbers. Some tasks included large numbers into the thousands because Dienes' framework calls for increasingly abstract generalizations, which for place value means larger and larger numbers.

Language: English

Published: Columbus, Ohio, 2000

Language: Japanese

ISSN: 0913-4220

Abstract/Notes: This study, aims to investigate the problem solving skills and problem behaviors of pre-school to their type of educational programs that they get.In the study, the problem solving skills and problem behaviors of the children who were educated according to the Ministry of Education Preschool Education Program and Montessori approach were evaluated.Quantitatively designed research was conducted in accordance with the general screening model.The working group formed by 60 children who attended the pre-school education institution in the academic year 2015-2016. The research was carried out in a kindergarten with Montessori education in Atakum District of Samsun and a kindergarten with education according to MEB program in İlkadım District. The personal information form of the study was collected by the Problem Solving Skills Scale (PÇÖÖ) and Kindergarten and Nursery Behavior Scale. In the results of working; The problem behaviors of children were affected by the state of mother education and problem solving skills increased with age. It has been determined that the problem solving skills of children who are going to Montessori school and are from their parents professional profession group are at a better level.It has been determined that as the problem solving skills of Montessori children increase, the levels of inward orientation also increase. It has been determined that children attending Montessori school have better problem solving skills and lower problem behaviours than children attending public school. / Bu araştırmada okul öncesi dönemdeki çocukların problem çözme becerilerini ve problem davranışlarını aldıkları eğitim programının türüne göre incelemek amaçlanmıştır. Çalışmada MEB Okul Öncesi Eğitim Programı ve Montessori yaklaşımına göre eğitim alan çocukların problem çözme becerileri ve problem davranışları değerlendirilmiştir. Nicel olarak tasarlanan araştırma genel tarama modeline uygun olarak gerçekleştirilmiştir. Çalışma grubunu, 2015-2016 eğitim öğretim yılında okul öncesi eğitim kurumuna devam eden 60 çocuk oluşturmuştur. Araştırma Samsun İli Atakum İlçesi'nde Montessori eğitimi veren bir anaokulu ve İlkadım İlçesi'nde MEB programına göre eğitim veren bir anaokulunda yürütülmüştür. Araştırmanın verileri Kişisel Bilgi Formu, Problem Çözme Becerileri Ölçeği (PÇBÖ) ve Anaokulu ve Anasınıfı Davranış Ölçeği ile toplanmıştır. Çalışma sonucunda; çocukların problem davranışlarının anne öğrenim durumundan etkilendiği, problem çözme becerilerinin yaşla birlikte arttığı belirlenmiştir. Montessori okuluna devam edip anne-babası profesyonel meslek grubundan olan çocukların problem çözme becerilerinin daha iyi düzeyde olduğu belirlenmiştir. Montessori eğitimi alan çocuklarda problem çözme becerileri arttıkça içe yönelim düzeylerinin de arttığı belirlenmiştir. Montessori okuluna devam eden çocukların devlet okuluna devam eden çocuklara göre problem çözme becerilerinin daha iyi, problemler davranış görülme durumunun ise daha düşük olduğu belirlenmiştir.

Language: Turkish

Published: Karabük, Turkey, 2017

Language: English

ISSN: 1071-6246

Language: German

Published: Münster, Germany: Lit, 2017

ISBN: 978-3-643-12157-8 3-643-12157-1

Series: Impulse der Reformpädagogik , 20

Language: English

Language: German

Language: German

Published: Neuwied: Luchterhand, 1992

ISBN: 978-3-472-01057-9

Abstract/Notes: Cíl: V rámci bakalářské práce bylo provedeno měření jemné motoriky u dětí předškolního věku pravidelně navštěvujících Montessori mateřskou školu. Cílem měření bylo posoudit, zdali jsou výsledné hodnoty dětí z Montessori MŠ (mateřská škola) lepší v porovnání s hodnotami dětí, které pravidelně docházejí do běžné mateřské školy. Metodika: Ke sběru dat byla aplikována testová baterie MABC-2. Pro účely výzkumného šetření byla dále použita data z měření jemné motoriky u výběru dětí z pražského komplexu běžných MŠ (autorem dosud nepublikovaného výzkumu je Mgr. Jakub Kokštejn, Ph.D.) a data, která ve své práci uvádí Mgr. Ludvík Valtr. Nejdříve proběhlo porovnání výsledků dětí z Montessori MŠ s hodnotami pražských dětí a poté komparace výsledků zjištěných v Montessori MŠ a hodnot dětí uvedených v diplomové práci Mgr. Ludvíka Valtra. Výsledky a diskuze: V rámci obou porovnání byl patrný statisticky významný rozdíl pouze v motorické dovednosti číslo 1, kdy u prvního zmíněného vzorku vykazovaly ukazatele úrovně jemné motoriky lepší hodnoty u souboru dětí z běžné MŠ a u druhého byla naopak patrná dovednostní převaha dětí z Montessori MŠ. Z výsledků tedy jednoznačně nevyplývá potvrzení ani vyvrácení hypotézy, která předpokládala dosažení jasně lepších výsledků dětmi z Montessori MŠ. / The Aim of the Thesis: We will measure fine motor skills of children in preschool age visiting Montessori kindergarten. We will compare measured results with children who visit common kindergartens. Method: We used battery test MABC-2 for measuring. We also used data from measuring fine motor skills among children from selection of kindergartens in Prague. This research is done by Mgr. Jakub Kokštejn, Ph.D. and has not been publishet yet. We also used data presented by Mr. Ludvík Valtr. We compared results between children from the Montessori kindergarten and children visiting prague kindergartens- sample one. Then we compared our results with results from the Diploma thesis by Mr. Ludvík Valtr- sample two. Results and Discussion: We found statistically significant result only in measuring of motor skill number one. In first mentioned sample we found better results between children from common kindergartens. In second mentioned sample we found better results between children from the Montessori kindergarten. We can not confirm or disprove the hypothesis where we expected significantly better results between children visiting Montessori kindergarten.

Language: Czech

Published: Prague, Czechia, 2015