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Article
Levels of Abstraction in Mathematics Learning Through Montessori Materials
Publication: MoRE Montessori Research Europe newsletter
Date: 2003
Pages: 6
Mathematics education, Montessori materials, Montessori method of education
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Abstract/Notes: "MORE Abstracts 2003? It is time for innovation and thus for contrasting developmental and conservative boosts to come to the attention of the various places in which school action is performed everyday. Montessori materials seem to want to contribute to the representation of the complex concepts of arithmetic and geometry and certainly have allowed the identification and definition of learning models and teaching patterns that have led to defining the Montessori proposal as a method. They have played a key role in the construction of teaching processes that can determine an effective and motivating repertoire of task environments, consistent with the needs and mathematical knowledge of the times in which they were introduced and that they contributed to generate. Certain processes, such as those of abstraction, codification, decoding, transcodification and transfer characterising mathematics learning, in particular, in the various phases of developmental age, may be found in those processes, but also revisited in the light of intentional interconnections within the current developmental state of mathematical, psychological and scientific pedagogical knowledge. The conceptual, theoretical and applicative characterisations in the field of mathematics teaching dictated by the needs to explore the invariant and variable aspects of reality and to seek order to place as a basis of a method, may start up a construction and reconstruction process of the codes of logical and mathematical language on the part of learners, within the specific semantic fields that the task environment may propose. In this sense the materials could be reconsidered as a junction between interdisciplinary maps with specific perspectives inside the “method” but able to enrich themselves thanks to the contribution of the learning experience that “multimedia” children gain in other real and virtual places that go to develop the sense of self-effectiveness in the area of mathematics – a territory which cannot be considered, even today, as very appealing – and within reach of the child’s mind.
Language: English
ISSN: 2281-8375
Article
Learning to Count
Publication: Montessori International, vol. 9, no. 5
Date: 1999
Pages: 14
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Language: English
ISSN: 1470-8647
Article
The Emotional Side of a Learning Disability
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 3, no. 1
Date: Spring 1976
Pages: 40-46
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Language: English
ISSN: 0010-700X
Article
Service Learning: It Is High on the National Agenda and Grounded in Montessori Tradition
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 5, no. 3
Date: Spring 1993
Pages: 9
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Language: English
ISSN: 1071-6246
Article
Learning Styles: Thinking vs. Feeling
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 4, no. 2
Date: Winter 1992
Pages: 4
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Language: English
ISSN: 1071-6246
Article
Learning Style: Issues for Montessorians
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 3, no. 2
Date: Winter 1991
Pages: 4
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Language: English
ISSN: 1071-6246
Article
Learning Style: Some Basic Patterns
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 3, no. 3
Date: Spring 1991
Pages: 4
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Language: English
ISSN: 1071-6246
Article
When Play Is Learning: A School Designed for Self-Directed Education
Available from: JSTOR
Publication: Phi Delta Kappan, vol. 65, no. 9
Date: May 1984
Pages: 608-611
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Language: English
ISSN: 0031-7217
Article
Master Mind: Seven Schools Describe How They Are Applying Research in Neuroscience and the Cognitive Sciences to Student Learning
Available from: InformIT
Publication: Independence, vol. 36, no. 1
Date: May 2011
Pages: 8-14, 16
Cognitive development, Cognitive neuroscience, Developmental psychology, Early childhood care and education, Neuroscience, Preschool education, Primary education
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Abstract/Notes: This article presents descriptions from seven schools of how they are applying research in neuroscience and the cognitive sciences to student learning. Braemar College, Woodend, Victoria implemented Fast ForWord with the knowledge of independently verified results in 2008 to assist students deemed to be at risk academically. Concordia College, Highgate, SA has implemented Brain Week since 2005. It aims to provide Year 8 students with the capacity to understand how their brain works ad to understand what happens to their brain when they learn. The Montessori International College, Buderim, Qld uses the Montessori curriculum to precisely trigger brain functions that are the building blocks of learning and personality. Ravenswood School for Girls Gordon NSW is reviewing its pastoral care program to provide an authentic program which will guide adolescents as they transverse the middle years and promotes student wellbeing, and which has at its base a deep understanding of the changes the adolescent brain is undergoing. St. Michael's Collegiate School, Hobart, Tas is using an executive function mindset to help all students in areas such as planning, organising, prioritising, initiating, sustaining, shifting and self monitoring. This, combined with focused effort, positive self concept, and strategic mindsets, are key to student success across all grades. Scotch Oakburn College, Launceston, Tas is considering brain based maths learning, which in beginning arithmetic takes advantage of the learner's number sense, subitising and counting strategies by making connections to new mathematical operations, so that multiplication tables become tools leading to a deeper understanding of mathematics, rather than an end unto themselves. With the wealth of research evidence growing about the plasticity of the brain, Wilderness School, Medindie, SA designed and implemented in 2011 a 'Thinking and Learning' unit for all Year 9 girls on mindsets.
Language: English
ISSN: 1324-2326
Article
Pointing to a New Way of Learning
Available from: InformIT
Publication: Independent Education, vol. 52, no. 1
Date: Apr 2022
Pages: 34-35
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Abstract/Notes: New research has reinforced what Maria Montessori worked out 100 years ago. Finger tracing enhances learning, Sue Osborne writes.
Language: English
ISSN: 1320-9825