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253 results

Book Section

Mental Organisation Through Mathematics

Book Title: Creative Development in the Child: The Montessori Approach

Pages: 94-97

Asia, Child development, India, Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings, Organization, South Asia

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Abstract/Notes: Maria Montessori lectured in Italian during the first International Montessori Course in 1939 at Madras, India. These 75 lectures were translated into English by her son Mario, as she spoke. And were taken down near verbatim in short hand, transcribed and set into galleys overnight. One such set of proofs forms the original manuscript for this book. For the most part, each chapter in this book encompasses a single lecture. The lectures are left in the same order as they were given, swinging between psychology and the use of the materials. India’s diversity of language, social custom and religious practice enriched her research. During this time, Dr. Montessori worked with children in Madras and put into practice her theories of adapting the environment, furniture and the Practical Life materials to local conditions. In these lectures, Maria Montessori speaks with the mature wisdom of a lifetime spent studying, not just early childhood, but human development as a whole and gives a complete, wonderful and colorful overview of her pedagogy and philosophy.

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2020

ISBN: 978-90-79506-52-1

Series: The Montessori Series , 24

Article

The Psychology of Mathematics [An address given to the Cambridge Education Society at Trinity College, on October 16, 1935]

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1971, no. 3

Pages: 5-7

England, Europe, Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings, Mathematics education, Northern Europe, United Kingdom

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Abstract/Notes: Address delivered on the occasion of the publication of the Spanish edition of Psicoaritmetica and Psicogeometria. (per Grazzini, Algebra, p. 93.) The Psychology of Mathematics An address given to the Cambridge Education Society at Trinity College (Cambridge, England), October 16, 1935. Also publshed in Montessori Notes, v2 n15 167-168 November

Language: English

ISSN: 0519-0959

Master's Thesis (M. Ed.)

Differences in Mathematics Scores Between Students Who Receive Traditional Montessori Instruction and Students Who Receive Music Enriched Montessori Instruction

Available from: Library and Archives Canada

Mathematics education, Montessori method of education - Evaluation

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Abstract/Notes: While a growing body of research reveals the beneficial effects of music on education performance the value of music in educating the young child is not being recognized, particularly in the area of Montessori education. This study was an experimental design using a two-group post-test comparison. A sample of 200 Montessori students aged 3 to 5-years-old were selected and randomly placed in one of two groups. The experimental treatment was an "in-house" music enriched Montessori program and children participated in 3 half-hour sessions weekly, for 6 months. This program was designed from appropriate early childhood educational pedagogies and was sequenced in order to teach concepts of pitch, dynamics, duration, timbre, and form. The instrument used to measure mathematical achievement was the Test of Early Mathematics Ability-3 to determine if the independent variable, music instruction had any effect on students' mathematics test scores, the dependent variable. The results showed that subjects who received music enriched Montessori instruction had significantly higher mathematics scores. When compared by age group, 3 year-old students had higher scores than either the 4 or 5 year-old children.

Language: English

Published: Windsor, Ontario, Canada, 2005

Article

Question and Answer: Montessori Approach to Mathematics

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2006, no. 2

Pages: 36–38

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Language: English

ISSN: 0519-0959

Article

Is Mathematics Really a Difficult Subject?

Available from: Stadsarchief Amsterdam (Amsterdam City Archives)

Publication: Around the Child, vol. 7

Pages: 25-31

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Language: English

ISSN: 0571-1142

Article

Mathematics and the Human Mind

Publication: AMI/USA News, vol. 17, no. 4

Pages: 1, 14–15

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Language: English

Article

Montessori Mathematics: A Neuroscientific Perspective

Publication: AMI Journal (2013-), vol. 2014-2015

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Abstract/Notes: Benedetto Scoppola demonstrates interdisciplinary skills can enrich easily and document that “Maria Montessori really knew” the recent discoveries of neuroscience.”

Language: English

ISSN: 2215-1249, 2772-7319

Article

Mathematics: Encouraging the Process

Publication: AMI Elementary Alumni Association Newsletter, vol. 40, no. 1

Pages: 9

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Language: English

Article

Algebra in the Primary Classroom: Sensorial Basis for Elementary Mathematics

Publication: AMI Elementary Alumni Association Newsletter, vol. 37, no. 3

Pages: 5–7, 10

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Language: English

Master's Thesis (Action Research Report)

Mathematical Literacy: The Effects of Mathematics Journals on Student Understanding of Fractions in a Montessori Classroom

Available from: St. Catherine University

Action research, Upper elementary

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Abstract/Notes: It is a typical Monday morning. As students enter the classroom wearing brightly colored polo shirts embroidered with the school logo, their smiles are equally bright. This Title I public school in the heart of the city where 96% of the students qualify for free or reduced lunch has recently opened a Montessori option. Walking into the classroom, one 5th grade student eagerly asks, “Who’s on the bread committee this week?” Baking bread is a weekly occurrence in the upper elementary (4th – 6th grade) Montessori classroom. During the first week of school, this same student vehemently threw materials to the floor declaring, “I HATE fractions!” In an effort to positively engage students in mathematics, the weekly bread-making tradition was implemented. Through cooking, students experience the importance of fractions in everyday life. Each week, two students work together, read several recipes, select one, and submit a precise written list of needed ingredients. The next day, with the aid of a bread machine bought for $10 at the local thrift store, the students work together to follow directions, read fractions, measure ingredients, and bake bread. Once baked, students divide the bread into equal portions and serve. After several months of this routine, some recipes will need to be doubled or halved, and on it goes… The bread committee provides a “hook” for some resistant students. It is also a practical application of the role of literacy in mathematics. The choice to focus on mathematical literacy and the effect of journaling on student understanding was influenced by research around mathematical vocabulary as well as the instructional practices of noted educators and researchers. The rigor of upper elementary math as defined in the common core requires students to not only perform calculations with accuracy, but to demonstrate strong reading comprehension through the interpretation of real-world word problems, and to articulate an understanding of MATHEMATICAL LITERACY 3 mathematical reasoning through clear and concise writing. Achieving grade level proficiency has practical life implications for students because research showed mathematical knowledge during elementary school as a strong predictor of financial stability in adulthood, and understanding fractions in fifth grade as a predictor of overall achievement in mathematics (Siegler & Lortie-Forgues, 2015).

Language: English

Published: St. Paul, Minnesota, 2019

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