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Master's Thesis (Action Research Report)

Montessori Mathematics Curriculum and Lower Elementary Students Understanding of Length Measurement

Available from: St. Catherine University

Action research, Lower elementary, Mathematics education, Montessori method of education

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Abstract/Notes: The intent of this action research project was to determine to what extent the Montessori Mathematics curriculum support lower elementary students’ understanding of length measurement. The research took place in a private Montessori school classroom with first and second-grade students. There were 22 students in the class, 11 first graders, and 11 second-graders. Data was collected through a pre and post-test, field notes, and observations. The students also kept a journal and performed self-assessments. Photographs were taken to record the students’ use of different measurement tools. Children’s literature about length measurement was read and discussed with the students. The data indicated that students in first and second grade have a difficult time understanding length measurement, particularly reading standard measurement tools. While the Montessori mathematics curriculum supports student understanding of length measurement, it is clear that some of the students need to have other opportunities using nonstandard tools. Overall, the Montessori mathematics curriculum supported students understanding of length measurement. The findings suggest that additional materials need to be introduced in the classroom for students to utilize, and many opportunities are available to measure with nonstandard tools to completely understand measurement and length.

Language: English

Published: St. Paul, Minnesota, 2015

Doctoral Dissertation

Math Play: Growing and Developing Mathematics Understanding in an Emergent Play-Based Environment

Available from: University of California eScholarship

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Abstract/Notes: This project explores how mathematics growth and development can be supported, documented and assessed in an emergent play-based early childhood education environment inspired by the practices and principles of Reggio Emilia. Using the California Preschool Learning Foundations as a framework, Math Play includes developmentally appropriate activities and environments that support cognitive development within the mathematics domain. This curriculum documents how a classroom's emergent themes were interwoven into activities and environments that did not oppose the practices and principles of the approach. Math Play successfully documented each child's mathematic understanding as well as areas needing further growth and development. With the California Preschool Learning Foundations as a framework, teachers can use Math Play to establish a child's level of understanding within this domain that plays one of important roles in assessing a child's school readiness. Math Play provides examples of how teachers can use authentic formative portfolios for assessment of growth and development. Math Play provides an alternative for standardized assessment in an emergent play-based environment that authenticates the experiences that preschool children are having while growing and developing in a Reggio Emilia inspired environment. After implementation of Math Play the following two findings were deduced : 1. Children engaged and demonstrated a range of mathematic growth and development that corresponds with the eighteen sub-strands of the California Preschool Learning Foundations. 2. Authentic formative portfolios provided an effective way to discuss individual child mathematic growth and development with assistant teachers and parents. In addition to these findings the children who were involved in this research continued to grow and develop by engaging in activities that furthered their mathematic foundation after Math Play implementation

Language: English

Published: San Diego, California, 2012

Master's Thesis

Montessori Early Childhood Teachers’ Preparedness to Teach Mathematics

Available from: MINDS@UW River Falls

Mathematics education, Montessori method of education - Study and teaching, Montessori method of education - Teacher training, Teacher training, Teacher training, Teachers

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Abstract/Notes: The purpose of this action research project was to learn about early childhood Montessori teachers’ feelings and beliefs about mathematics and teaching math, and their awareness of current research regarding the importance of mathematics. Early childhood Montessori teachers were surveyed with questions and opportunities to comment. Instructors who teach Montessori mathematics to future teachers were interviewed, including questions about attitudes towards math they have seen in their adult students and opinions about the need for professional development in math. Adult students enrolled in a Montessori early childhood mathematics class were surveyed at the beginning of the course and again at the end of the course. The results showed that survey participants had both positive and negative experiences in mathematics in their own K-12/college education, with teachers/school as the greatest influencers. Many survey participants indicated that these experiences had long-term effects on their feelings towards math. Montessori instructors have seen hesitancy towards math among their adult students. Many of their students, as well as several survey participants, expressed that the Montessori approach to mathematics helped them, as adults, gain a better understanding of mathematical concepts and increased their confidence. While survey participants agreed that their Montessori teacher education program prepared them to effectively teach math, there is room for further study on the awareness of current research regarding the importance of mathematics in early childhood, increased specificity in Montessori math standards, opportunities for providing mathematical experiences for children throughout the classroom and continued professional development and self-reflection on one’s teaching practice.

Language: English

Published: River Falls, Wisconsin, 2022

Master's Thesis

Framgångsrik undervisning i matematik åk 1–3: En jämförande studie av tre undervisningsmodeller / Successful teaching of mathematics in years 1-3: a comparative study of three educational models

Available from: DiVA Portal - Karlstad University

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Abstract/Notes: The proposal in this study define successful teaching from Hattie et al. (2017) and Grevholm (2012) research results. This is a comparative study with three teaching models in mathematics, Traditional model, Montessori model and Singapore model. The focus is on mathematics teaching in primary school, in Sweden. The study embrace a minor literature study and an interview study with three teachers, who work according the three models in their teaching. I use a socio-cultural perspective on learning, teaching and knowledge. A directed qualitative content analyze is used to analyze both the literature and the interviews. The results show the pros and cons of the three teaching models, according to the requirements of the proposed ideas of successful teaching. The results of the teachers´ statements clarify and problematize the differences between the three educational models in practice. / Denna studie utgår från en tes om framgångsrik undervisning som baseras på Hatties m.fl. (2017) och Grevholms (2012) forskning. Uppsatsen är en jämförande studie som utgår från tre undervisningsmodeller i matematik, traditionell undervisningsmodell, montessorimodellen och singaporemodellen. Fokus är på matematikundervisning i årskurs 1-3, svensk skola. Studien omfattar dels en mindre litteraturstudie, dels en intervjustudie med tre lärare som arbetar enligt de tre modellerna. Jag utgår från ett sociokulturellt perspektiv på lärande, undervisning och kunskap. Analyserna baseras på en riktad kvalitativ innehållsanalys. Resultatet visar på för och nackdelar med de tre undervisningsmodellerna och hur väl de uppfyller kraven enligt tesen för en framgångsrik undervisning. I resultatet tydliggörs genom lärarnas utsagor problematiken med de olika undervisningsmodellerna.

Language: Swedish

Published: Karlstad, Sweden, 2022

Article

Rational Thinking on Using Montessori Teaching Method to Teach Mental Retarded Students Mathematics

Publication: Xiandai teshu jiaoyu / 现代特殊教育 [A Journal of Modern Special Education], vol. 2016, no. 19

Pages: 63-66

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Abstract/Notes: 由于教学对象的特殊性,培智数学教学存在难以找到合适的教材、难以统一进度、教学时间被割裂等难题.而蒙台梭利教学法有丰富的教具,教具蕴含丰富的学科知识,教具的可操作性强和学生控制教学进度等特点解决了培智数学教学中的难题,值得在培智数学教学中应用.但在实际的教学过程中也需要对蒙氏教学法进行一定的调整,以便发挥更好的效果.

Language: Chinese

ISSN: 1004-8014

Article

"Those Horrible-Marvelous Mathematics!"

Publication: AMI Elementary Alumni Association Newsletter, vol. 31, no. 3

Pages: 13–14

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Abstract/Notes: Reaction to 1999 refresher course

Language: English

Book

Mathematics for Montessori Children

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Language: English

Published: River Forest, Illinois: Montessori Publications, n.d.

Master's Thesis

Nekatere značilnosti pouka matematike po pedagoških načelih pedagogike Montessori [Some Characteristics of Mathematics Instruction According to Pedagogical Principles of Montessori Pedagogy]

Available from: Digital Library of the University of Maribor (DKUM)

Mathematics education, Montessori method of education - Criticism, interpretation, etc.

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Abstract/Notes: V magistrskem delu analiziramo nekatere značilnosti pouka matematike po pedagoških načelih pedagogike Montessori in predstavimo, kakšen odnos imajo učenci osnovne šole Montessori do pouka matematike. Magistrsko delo je razčlenjeno na teoretični in empirični del. V teoretičnem delu najprej predstavimo Mario Montessori, ki je z opazovanjem otrok začela spreminjati pogled na vzgojo, šolo in učenje ter razvila novo metodo poučevanja, metodo Montessorijeve. Spoznamo se z omenjeno metodo, s principi, ki so temeljni za vzgojo po metodi Montessori, spoznamo temelje pedagogike Montessori, kjer so otrok, odrasli in okolje med seboj enakovredno povezani. V nadaljevanju predstavimo delovanje osnovne šole Montessori. Posebno pozornost namenimo pedagogiki Montessori pri matematiki in primerjamo učna načrta javne osnovne šole in osnovne šole Montessori ter predstavimo razvojne materiale s področja matematike na predšolski stopnji, 1. in 2. triadi. Zadnji del teoretičnega dela namenimo predstavitvi nekaterih prednosti in omejitev pedagogike Montessori in iščemo podobnosti in razlike med konstruktivističnim načinom poučevanja z načinom poučevanja po metodi Montessori. V empiričnem delu analiziramo in interpretiramo rezultate opazovanja pouka, ki je bilo izvedeno med učenci druge in tretje triade (od četrtega do devetega razreda) osnovne šole Montessori. Zanimale so nas aktivnosti učitelja v splošnem in posebej med samostojnim delom učencev, aktivnosti učencev v splošnem in posebej med njihovim samostojnim delom, v kolikšni meri je prisotno medvrstniško učenje in kakšen je odnos učencev do pouka matematike. [The aims of the master’s thesis were to analyse some of the characteristics of mathematics education according to the pedagogical principles of Montessori pedagogy and present the attitude of Montessori elementary school students towards mathematics lessons. In the theoretical part, Maria Montessori, the person who developed a new teaching method – the Montessori method, was presented. Furthermore, the Montessori method, the fundamental principles of Montessori education and the foundations of Montessori pedagogy were presented. Next, the functioning of Montessori elementary school. A great attention was given to Montessori pedagogy in mathematics. The curriculums of public elementary school and Montessori elementary school were compared. Moreover, the Montessori mathematics materials at pre-elementary level, first triad and second triad were presented. In the final section of the theoretical part, some of the advantages and disadvantages of Montessori pedagogy were presented, as well as the similarities and differences between the constructivist teaching method and the Montessori method. In the empirical part, the results of the observed lesson that had been carried out among students of the second and third triad (from fourth to ninth grade) of Montessori elementary school were analysed and interpreted. The aims of the observation were to determine the teachers’ and students’ activities in general and during the students’ independent work, as well as the presence of peer learning. The research also focused on the attitude of students towards mathematics lessons.]

Language: Slovenian

Published: Maribor, Slovenia, 2018

Master's Thesis

5-6 yaş çocukların matematik becerilerinin geliştirilmesinde Montessori eğitim programının etkisi [The effect of Montessori method of education on the development of mathematics skills in 5-6 year old children]

Available from: Ulusal Tez Merkezi / National Thesis Center (Turkey)

Asia, Comparative education, Mathematics education, Middle East, Montessori materials, Montessori method of education, Preschool children, Turkey, Western Asia

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Abstract/Notes: Instead of showing mathematics as a lesson Montessori helps children to see the mathematics that it is the most essential part of life. Generally, in our country people have prejudice about the mathematics that it is very difficult and it cannot be learned easily. The reason of this prejudice is teaching mathematisc with abstract examples. Montessori, teaches mathematics by using concrete materials. The aim of this study is, to evaluate the effects of Montessori program in teaching mathematic to 5 and 6 year old children. Hence, of the 40 preschool participants of this research 20 of them were going to school were Montessori method was utilized while not so at the school where the other 20 were going. The interview form composed by the researcher and the data analysed with Nvivo program. / Montessori, matematiği çocukların hayatına bir ders olarak sunmayıp, daha çok hayatı basitleştiren bir bilgi, hayatın bir parçası olarak sunmaktadır. Genel olarak ülkemizde matematik öğrenimine, çok zor olduğu, asla öğrenilemeyeceği şeklinde olumsuz bir ön yargı ile yaklaşılmaktadır. Bu yargının nedeni matematik öğrenim tarzının, genel olarak soyut uygulamalarla öğretilmeye çalışılmasından kaynaklanmaktadır. Montessori matematik eğitimi, yıllarca oynamaktan büyük bir haz duyduğu somut bazı materyalleri kullanarak verilmektedir. Araştırmanın amacı 5-6 yaş çocuklara Montessori matematik dersinin öğretilmesinde Montessori eğitim programının etkisini değerlendirmektir. Bu anlamda araştırmacı tarafından oluşturulan mülakat formu ile elde edilen veriler Nvivo programı ile analiz edilmiştir. Bu araştırmanın örneklemini Montessori eğitimi almış (deney) ve almamış (kontrol) 5-6 yaş arası 40 çocuktan oluşan gruplar oluşturmuştur.

Language: Turkish

Published: Istanbul, Turkey, 2019

Undergraduate Thesis

Implementasi metode montessori dalam pembelajaran Matematika anak usia 3-4 tahun di PG-TK Ar-Raudhah Pepelegi [Implementation of the Montessori method in learning Mathematics for children aged 3-4 years at PG-TK Ar-Raudhah Pepelegi]

Available from: Universitas Islam Negeri Sunan Ampel Surabaya Digital Library

Asia, Australasia, Indonesia, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, Southeast Asia

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Abstract/Notes: Penelitian ini dilatar belakangi oleh kemampuan matematika anak usia 3-4 tahun di PG-TK Ar-Raudhah Pepelegi, dengan kemampuan matematika yang dimiliki anak lain, secara umum anak masih bergantung pada orang tua atau guru dalam memahami pembelajaran yang diberikan guru. Jika dilihat pada anak usia 3-4 tahun yang ada di PG-TK Ar-Raudhah Pepelegi, mereka sudah memperlihatkan kemampuan yang dimilikinya mulai dari mengenal bilangan melalui jumlah benda sampai dengan anak mampu menyelesaikan tugas yang diberikan guru. Pada dasarnya dengan memberikan kesempatan kepada anak untuk mencari pengalaman secara langsung dapat menambah kemampuan matematika pada diri anak. Maka metode pembelajaran seperti apakah yang dilakukan di PG-TK Ar-Raudhah sehingga kemampuan matematika anak usia 3-4 tahun dapat berkembang dengan baik. Rumusan masalah penelitian ini adalah (1) Bagaimana kemampuan matematika anak usia 3-4 tahun PG-TK Ar-Raudhah Pepelegi Waru Sidoarjo, (2) Bagaimana Implementasi metode Montessori dalam kemampuan matematika anak usia 3-4 tahun di PG-TK Ar-Raudhah Pepelegi Waru Sidoarjo. Penelitian ini menggunakan pendekatan kualitatif dan pengambilan data dilakukan dengan menggunakan metode observasi, wawancara, dan dokumentasi. Analisa yang digunakan yakni model Miles dan Huberman dimana dalam proses analisanya dimulai dari mereduksi data, kemudian menyajikan dan verifikasi. Teknik keabsahan data yang digunakan yakni metode triangulasi. Hasil penelitian menunjukkan bahwa implementasi metode Montessori dalam pembelajaran matematika khususnya di PG-TK Ar-Raudhah Pepelegi berkembang cukup bagus karena anak mulai mampu mengenal bilangan sampai dengan memahami konsep dan mampu menyelesaikan tugas yang diberikan guru dengan sedikit atau tanpa bantuan sama sekali, hal ini menunjukkan bahwa startegi guru dalam menerapkan metode montessori dalam meningkatkan kemampuan matematika yang dimiliki anak sudah mulai berkembang dengan baik. Begitu juga dengan implementasi yang telah dilaksanakan di lembaga PG-TK Ar-Raudhah Pepelegi sudah sesuai dengan tahapan yang ada pada metode Montessori mulai dari tahapan menunjukkan bilangan, tahapan mengenalkan dengan media pembelajaran kongkret sampai dengan tahapan mengingat kembali pembelajaran matematika yang sudah diberikan guru sebelumnya, sehingga anak dapat meningkatkan kemampuan matematika yang dimilikinya dengan baik. [This research is motivated by the mathematical ability of children aged 3-4 years in PG-TK Ar-Raudhah Pepelegi, with the mathematical abilities of other children, in general children still depend on their parents or teachers in understanding the learning given by the teacher. If you look at children aged 3-4 years in PG-TK Ar-Raudhah Pepelegi, they have shown their abilities ranging from recognizing numbers through the number of objects until the child is able to complete the tasks given by the teacher. Basically, by providing opportunities for children to seek direct experience, they can increase their mathematical abilities. So what kind of learning method is used in PG-TK Ar-Raudhah so that the mathematical abilities of children aged 3-4 years can develop well. The formulation of the research problem is (1) How is the mathematical ability of children aged 3-4 years at PG-TK Ar-Raudhah Pepelegi Waru Sidoarjo, (2) How is the implementation of the Montessori method in the mathematical abilities of children aged 3-4 years at PG-TK Ar-Raudhah Pepelegi Waru Sidoarjo. This study used a qualitative approach and data collection was carried out using the methods of observation, interviews, and documentation. The analysis used is the Miles and Huberman model where the analysis process starts from reducing data, then presenting and verifying. The data validity technique used is the triangulation method. The results showed that the implementation of the Montessori method in learning mathematics, especially in PG-TK Ar-Raudhah Pepelegi developed quite well because children began to be able to recognize numbers to understand concepts and were able to complete tasks given by the teacher with little or no help, this shows that the teacher's strategy in applying the Montessori method in improving children's mathematical abilities has begun to develop well. Likewise, the implementation that has been carried out at the PG-TK Ar-Raudhah Pepelegi institution is in accordance with the stages in the Montessori method starting from the stage of showing numbers, the stage of introducing concrete learning media to the stage of recalling mathematics learning that has been given by the previous teacher, so that children can improve their mathematical abilities well.]

Language: English

Published: Surubaya, Indonesia, 2020

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