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Article
Comments of Supervising Directress on Trainee's Journal
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1965-1973), vol. 3, no. 2
Date: Winter 1967-1968
Pages: 7-9
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Language: English
ISSN: 0010-700X
Article
Recording Precious Memories: A Picture Story of Journaling
Publication: Infants and Toddlers, vol. 1, no. 4
Date: Feb 1998
Pages: 8–9
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Language: English
Article
Notes from the Field . . . A Child's Journal
Publication: Tomorrow's Child, vol. 15, no. 1
Date: 2006
Pages: 63–64
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Language: English
ISSN: 1071-6246
Article
Life of the Catechist: A Catechist's Journal
Publication: The Catechesis of the Good Shepherd, vol. 13
Date: 1998
Pages: 27–31
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Language: English
Article
Next Journal: Celebrating Montessori
Publication: The Catechesis of the Good Shepherd, vol. 22
Date: 2007
Pages: 32
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Language: English
Article
The Pearl of Uganda: Journal of a Formation Leader
Publication: The Catechesis of the Good Shepherd, vol. 22
Date: 2007
Pages: 25–29
Africa, East Africa, Sub-Saharan Africa, Uganda
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Language: English
Article
Next Journal: International Consiglio–Global Connection
Publication: The Catechesis of the Good Shepherd, vol. 23
Date: 2008
Pages: 32
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Language: English
Article
Wall Street Journal Prints [Virginia] McHugh Letter
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 10, no. 3
Date: Spring 1998
Pages: 30
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Language: English
ISSN: 1071-6246
Article
Dr. Montessorts New Journal
Available from: The Times Educational Supplement Historical Archive - Gale
Publication: The Times Educational Supplement (London, England)
Date: Mar 22, 1924
Pages: 122
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Language: English
ISSN: 0040-7887
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