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Article
Mathematics
Publication: NAMTA Journal, no. Supplement
Date: 2015
Pages: 243–276
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: math curriculum for grades 9-12
Language: English
ISSN: 1522-9734
Book Section
Die Anwendung der Montessori-Methode in der Mathematik: vom Begriff des Stellenwerts zu dem der Kultur [The application of the Montessori method in mathematics: from the concept of status to that of culture]
Book Title: Die Montessori-Pädagogik und das behinderte Kind: Referate und Ergebnisse des 18. Internationalen Montessori Kongresses (München, 4-8 Juli 1977) [The Montessori System and the Handicapped Child: Papers and Reports of the 18th International Montessori Congress (Munich, July 4-8, 1977)]
Pages: 181-188
Conferences, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977), Mathematics education, Montessori method of education
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Language: German
Published: München: Kindler, 1978
ISBN: 3-463-00716-9
Book Section
The Newer Mathematics and Implications for Montessori
Book Title: Building the Foundations for Creative Learning
Pages: 200-218
American Montessori Society (AMS), New York
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Language: English
Published: New York: American Montessori Society, 1964
Article
Maths Made Visible
Available from: The Times Educational Supplement Historical Archive - Gale
Publication: The Times Educational Supplement (London, England)
Date: Mar 21, 1958
Pages: 459
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Language: English
ISSN: 0040-7887
Book
Montessori Mathematics
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Language: English
Published: Hemet, California: Education System Publisher, 1983
Book
Montessori Materials Research Foundation Mathematics Manual II: Elementary Level
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Language: English
Published: San Leandro, California: Montessori Materials Research Foundation, 1992
Book
Montessori Materials Research Foundation Mathematics Manual I
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Language: English
Published: San Leandro, California: Montessori Materials Research Foundation, 1992
Article
The Effect of Montessori Mathematics Education Program on Number Concept Formation of Mental Retardation / 몬테소리 수 교육프로그램이 정신지체아의 수 개념 형성에 미치는 효과
Available from: The Korean Association on Developmental Disabilities (KADD)
Publication: 발달장애연구 / Journal of Developmental Disabilities, vol. 9, no. 2
Date: 2005
Pages: 59-74
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Abstract/Notes: The children with mental retardation also need to obtain the basic math capabilities in order to lead an independent life as a social member. The number concepts make the foundation of both math and social life, which is why mentally retarded children should learn about the number concepts and basic computations. Montessori mathematics education not only offers great teaching methods to increase the learning effect in numbers of mentally retarded children, but also induces interest from them through diverse number materials. Thus this study set out to investigate the effects of the Montessori mathematics education by comparing the degree of number concepts between the experiment group that had the Montessori mathematics education program applied and the control group that followed the general number curriculum. Those students who didn't have number concepts formed yet made the subjects among the students attending the elementary schools in two administrative districts of Gyeongsangnam Province and receiving special education. 20 of them made the experiment group, while the rest 19 the control group. The former group participated in the Montessori mathematics education program five times a week (a session lasted 40 minutes) for 12 weeks. The effects of the treatment were examined with the tool devised by Fischer(1988) and translated by Jo Eun-yeong (1993). The collected data were analyzed with t-test. The findings of the research were summarized as follows: After the Montessori mathematics education program was applied to the experiment group, there were significant differences in the achievement of number concepts between the group and the control group that didn't receive the program. Those mentally retarded children who had the Montessori mathematics education scored higher points than those who didn't in all the nine subelements of number concepts, which were mechanical counting, rational counting, cardinal numbers, instant recognizing, one on one correspondence, number preservation, non-equivalence, ordinal numbers, and parts-the whole-parts. Thus the Montessori mathematics education program will be of great help when applied to the number concept education for the mentally retarded. / 이 연구는 몬테소리 수 교육프로그램이 정신지체아의 수 개념 형성에 미치는지 효과를 알아보기 위해 수행되었다. 몬테소리 수교육은 체계적이고 과학적이며 구체적인 방법에 의해 이루어지므로 정신지체아들의 흥미를 쉽게 유발시키고 효과적인 학습을 기대할 수 있다. 수개념은 Fischer(1988)의 수개념 검사 도구의 하위 영역인 기계적 세기, 합리적 세기, 기수, 즉시 인식하기, 1:1 대응, 수 보존, 비등치, 서수, 부분-부분-전체 개념의 9가지 항목으로 설정하였다. 연구의 대상은 경상남도의 G군과 H군의 초등학교의 특수학급에 재학 중인 아동(G군의 7개교 9학급의 62명, H군의 6개교 8학급의 43명)중에서 수 개념을 공부하고 있는 정신지체아동 43명을 각 학교의 특수교사로부터 추천을 받았다. 수 개념의 정도를 알아보기 위하여 기계적인 수세기를 하여 20 이상을 세는 아동은 제외하고 실험집단 20명과 비교집단 19명으로 하였다. 몬테소리 수 교육이 정신지체아의 수 개념 발달에 미치는 효과를 구명하기 위한 것으로 몬테소리 수 교육 프로그램을 실시하고 개별적으로 사전, 사후 검사를 실하여 그 효과를 분석하였다. 이러한 연구결과를 일반화 하는 문제가 논의되었다.
Language: Korean
ISSN: 2288-4289, 2671-6488
Article
Effects of Montessori Program According to Years of Mathematics: Focusing on the Effects on Children's Interaction / 수학연한에 따른 몬테소리프로그램의 효과유아의 상호작용에 미치는 영향을 중심으로
Available from: RISS
Publication: Montessori교육연구 [Montessori Education Research], vol. 9
Date: 2004
Pages: 17-44
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Language: Korean
ISSN: 1226-9417
Article
A Comparative Study of the 6th Kindergarten Curriculum and the Montessori Curriculum for Early Childhood Mathematics Education / 유아수학교육을 위한 유치원 6차 교육과정과 몬테소리교육과정의 비교연구
Available from: RISS
Publication: Montessori교육연구 [Montessori Education Research], vol. 10
Date: 2005
Pages: 71-85
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Language: Korean
ISSN: 1226-9417