Abstract/Notes: La etapa de Montessori en la India fue uno de los periodos más enriquecedores en la vida de Maria Montessori. Allí escribió y publicó La Mente Absorbente del niño, y una serie de libros fundamentales. En su obra La educación de las potencialidades humanas desarrolló los principios de la “Educación Cósmica” que adaptó para el currículo de Primaria. Invitada en 1939 a dar unas conferencias en la India por el Presidente de la Sociedad Teosófica, Montessori y su hijo, se vieron atrapados por el estallido de la Segunda Guerra Mundial, y su posterior desarrollo. Tenía 69 años cuando llegó a Madrás. Permaneció diez años. Pero nada sería igual que antes. Había una Montessori antes de la India, y otra mucho más profunda después. Cuando regresaba a Europa declaró, a los que le preguntaban qué había hecho en la India: “creo que he aprendido a aprender, como el Niño”. [The decade Maria Montessori spent in India was one of the most enriching periods of her life. During that phase, she wrote and published The Absorbent Mind of the Child, as well as a number of fundamental books in her career. In The Education of Human Potentialities, she developed the principles of the “Cosmic Education”, a curriculum which she adapted for elementary students. Invited in 1939 to give lectures by the president of the Theosophical Society, Maria Montessori and her son were trapped by the outbreak of World War II and its subsequent development. She was 69 when she arrived to Madras. She stayed ten years. There was a Maria Montessori before India, and a much deeper one later. When she returned to Europe, when asked what she had done in India, she declared, “I think I’ve learned how to learn, as if I were a Child”.]

Language: Spanish

DOI: 10.15517/rehmlac.v7i2.22697

ISSN: 1659-4223

Abstract/Notes: Bu çalışmanın amacı okul öncesi dönemdeki çocukların matematiksel akıl yürütme becerilerinde Montessori materyalleri destekli bireysel ve işbirlikli matematik etkinliklerinin etkilerini ortaya koymaktır. Çalışmada 'öntest sontest kontrol gruplu desen' uygulanmıştır. Çalışmaya Kırklareli il merkezinde bulunan Y Lisesi Uygulama Anasınıfı'ndaki deney 1 grubunu oluşturan 15, deney 2 grubunu oluşturan 15 ve X Anaokulu'ndaki kontrol grubunu oluşturan 15 çocuk olmak üzere toplam 45 çocuk katılmıştır. Uygulama deney 1 grubunda Montessori materyalleri destekli bireysel matematik etkinlikleri, deney 2 grubunda Montessori materyalleri destekli işbirlikli matematik etkinlikleri ve kontrol grubunda MEB (2013) Okul Öncesi Eğitim Programı destekli matematik etkinlikleri ile sürdürülmüştür. Veri toplama aracı olarak, kişisel bilgi formu ve 'Erken Matematiksel Akıl Yürütme Becerileri Değerlendirme Aracı' kullanılmıştır. 2018-2019 eğitim öğretim yılı güz döneminde toplanan verilerin analizinde Kruskal Wallis Testi ve Mann Whitney U Testi kullanılmıştır. Araştırmanın birinci hipotezi kapsamında elde edilen bulgularda deney 1 ve kontrol grubunu oluşturan çocukların matematiksel akıl yürütme becerisine ilişkin performansı arasında deney 1 grubu lehine istatistiksel olarak anlamlı fark bulunmuştur. Araştırmanın ikinci hipotezi kapsamında elde edilen bulgularda deney 2 ve kontrol grubunu oluşturan çocukların matematiksel akıl yürütme becerisine ilişkin performansı arasında deney 2 grubu lehine istatistiksel olarak anlamlı fark bulunmuştur. Araştırmanın üçüncü hipotezi kapsamında elde edilen bulgularda deney 1 ve deney 2 grubunu oluşturan çocukların matematiksel akıl yürütme becerisine ilişkin performansı arasında deney 2 grubu lehine istatistiksel olarak anlamlı fark bulunmuştur. Araştırmanın dördüncü hipotezi kapsamında elde edilen bulgularda deney 1, deney 2 ve kontrol grubunu oluşturan çocukların matematiksel akıl yürütme becerisine ilişkin performansının cinsiyete göre anlamlı fark göstermediği bulunmuştur. / The aim of this study is to analyse the effects of individual and cooperative mathematics activities supported by Montessori materials on mathematical reasoning skills of pre-school children. In the study, "pre-test post-test control group design" technique was applied. The study included a total of 45 children, 15 of which constituted the experimental group-1; 15 of which constituted the experimental group-2 in the Y High School Practice Pre-School in Kırklareli city centre, and 15 of them constituted the control group in the X Kindergarten. The application was carried out by using the Montessori Materials Supported Individual Math Activities in the experimental group-1, Montessori Materials Supported Cooperative Math Activities in the experimental group-2, and mathematics activities supported by MEB (2013) Preschool Education Program in the control group. Personal data form and "Early Mathematical Reasoning Skills Assessment Tool" were used as data collection tools. Kruskal Wallis Test and Mann Whitney U Test were used to analyse the data collected in the fall semester of 2018-2019 academic year. In the results obtained under the first hypothesis of the study, there was a statistically significant difference between the performance of experimental group-1 and the control group in terms of mathematical reasoning skills in favour of experimental group-1. In the results obtained under the second hypothesis of the study, there was a statistically significant difference between the performance of experimental group-2 and the control group in terms of mathematical reasoning skills in favour of experimental group-2. In the results obtained under the third hypothesis of the study, there was a statistically significant difference between the performance of experimental group-1 and the experimental group-2 in terms of mathematical reasoning skills in favour of experimental group-2. In the results obtained under the fourth hypothesis of the study, it was found that the performance of the children constituting the experimental group-1, the experimental group-2 and the control group regarding mathematical reasoning were not significantly different according to the gender.

Language: Turkish

Published: Kırklareli, Turkey, 2019

Abstract/Notes: Describes evolution of the Montessori perspective as Montessori adolescent programs attempt to reinforce the elementary and early childhood stages. Asserts that although development of these programs is experimental and undefined, a crystallization point around the whole of Montessori may occur amid diverse implementation. Asserts that Montessori principles rest in life principles and that the Montessori community must realign its schools to the fundamental service and rhythm of all life. (Author/KB)

Language: English

ISSN: 1522-9734

Language: Japanese

ISSN: 0913-4220

Language: Slovenian

ISSN: 0353-1392

Language: English

ISSN: 0042-8639

Language: Italian

Published: Roma, Italy: Edizioni Universitarie Romane, 2019

ISBN: 978-88-6022-371-5 88-6022-371-7

Language: English

ISSN: 1071-6246

Language: German

Language: English

ISSN: 1071-6246