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Article
Teaching Mathematics in a Multiage Classroom
Publication: Dimensions of Early Childhood, vol. 27, no. 3
Date: 1999
Pages: 3-10
Classroom environments, Mathematics - Achievement, Mathematics education, Nongraded schools
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Abstract/Notes: Multiage grouping, based on the belief that children benefit from engaging in learning environments that accommodate at least two age groups, allows for marked improvements in children's enthusiasm for learning mathematics. Children are challenged and stimulated by their interactions with multiage peers, and assessment information indicates they are developing mathematical sense, skills, and concepts from their experiences. (LBT)
Language: English
ISSN: 1068-6177
Article
New Games and Other Exercises with Montessori Mathematics Material
Publication: The Montessori Journal, vol. 7, no. 46-47
Date: 1969
Pages: 7
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Language: English
Master's Thesis (M. Ed.)
A Student-Centered Approach to Teaching Mathematics to English Language Learners in the Montessori Classroom
Available from: MINDS@UW River Falls
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Abstract/Notes: Making math instruction accessible to students can be a challenge, particularly when students have limited English proficiency. This paper explores how teachers can best suit the needs of their non-native English speakers when teaching math. Teacher affect, visuals and translanguaging are used in this study in an attempt to boost student confidence and academic progress. These strategies result in an increase in student confidence and engagement, as measured by a math attitude survey as well as observation data. Centered around a Montessori classroom, this paper shows how aspects of the Montessori philosophy cater to English learners and suggests additional supports that may be beneficial.
Language: English
Published: River Falls, Wisconsin, 2023
Book Section
Mathematikleistungen von Schülerinnen und Schülern vierter Klassenin Montessorieinrichtungen und Regelvolksschulen [Mathematics performance of fourth grade students in Montessori institutions and mainstream schools]
Book Title: Untersuchungen und Ansätze zur Weiterentwicklung der Montessori-Pädagogik in Österreich [Investigations and approaches for the further development of Montessori pedagogy in Austria]
Pages: 125-147
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Language: German
Published: Innsbruck, Germany: Studien Verlag, 2009
Edition: 1st ed.
ISBN: 978-3-7065-4721-5 3-7065-4721-X
Series: Initiative neues Lernen
Article
Nursery Mathematics
Available from: The Times Educational Supplement Historical Archive - Gale
Publication: The Times Educational Supplement (London, England)
Date: May 21, 1965
Pages: 1569
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Language: English
ISSN: 0040-7887
Article
Training on the Use of Montessori-Based Mathematics Learning Media for Primary and Secondary School Teachers in Thousand Islands
Available from: Lembaga Penelitian dan Pendidikan (LPP) Mandala
Publication: Abdi Masyarakat, vol. 5, no. 2
Date: 2023
Pages: 2393-2396
Asia, Australasia, Indonesia, Montessori method of education - Criticism, interpretation, etc., Southeast Asia, Teacher training
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Abstract/Notes: Learning media has an important role in learning mathematics because mathematics is an abstract science and requires a deep understanding of concepts. Students have difficulty in understanding mathematics due to the teacher's monotonous explanation in class without any learning media or epraga tools. Fun learning media is interactive learning media, which allows students to use the media themselves and interact both with other students and with teachers. One example of interactive learning media is Montessori learning media. Based on observations at partner locations, it was found that mathematics teachers in elementary and secondary schools have never used Montessori learning media, therefore training on the use of Montessori-based learning media is needed for elementary and secondary school teachers so that classroom learning runs optimally in accordance with learning objectives. Training on the use of Montessori-based learning media has a positive impact on teachers, it can be seen from the final questionnaire of the training participants provide positive feedback, to this training activity, namely with data interpretation of 96%.
Language: English
ISSN: 2715-9108
Doctoral Dissertation
Individualization, differentiation, and personalization in mathematics in the Czech Republic through three different approaches: Scheme-oriented, Child-centred, and Undesignated / Individualizace, diferenciace a personalizace ve třech přístupech vyučování matematice na 1. stupni ZŠ v České republice - metoda budování schémat, pedocentricky orientovaná metodaa nevyhraněná metoda
Available from: Charles University Digital Repository (Czechia)
Comparative education, Czech Republic, Czechia, Eastern Europe, Europe, Mathematics education, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: The goal of the presented work was to determine whether and how individualization, differentiation, and personalization are utilized in the principles of the selected programs and in the teachers’ beliefs and practices in the teaching of mathematics at elementary school. In order to collect data, six teachers in the Czech Republic were selected with three different approaches to teaching– Scheme oriented approach, child–centred educational approach, and an undesignated mainstream approach. The basic concepts and all three selected approaches to teaching were defined in the theoretical part of the work. In the experimental part, episodes from interviews about beliefs and practices identified in teaching were interpreted within the context of characteristics of individualization, differentiation, and personalization. Practices such as the use of textbooks and homework assignments were specifically described. The study shows that teachers of a scheme-oriented approach and a child–centred educational approach use elements of individualization, differentiation, and personalization in their practices. Individualization appears in the teaching of the undesignated mainstream approach, but this approach does not contain aspects of differentiation and personalization. The analysis in all monitored areas of selected teachers indicates which of the characteristics prevail in individual teachers’ work and the approaches. The research confirmed that selected teachers in all three approaches (Hejny method, Montessori method and an undesignated) individualize, differentiate, or personalize to some extent. / Cílem předkládané práce bylo popsat, zda a jak jsou uplatňována individualizace, diferenciace a personalizace ve vybraných programech, jejich principech, učitelských přesvědčeních a praktikách ve výuce matematiky na prvním stupni základní školy. Za účelem sběru dat bylo vybráno šest učitelů se třemi odlišnými přístupy k výuce – výuka orientovaná na budování schémat, pedocentricky orientovaná metoda a nevyhraněný přístup hlavního vzdělávacího proudu v České republice. V teoretické části práce byly definovány základní pojmy a vymezeny všechny tři vybrané přístupy k výuce. V experimentální části byly na pozadí charakteristik individualizace, diferenciace a personalizace interpretovány epizody z rozhovorů o přesvědčeních a praktikách sledovaných při výuce. Z praktik bylo konkrétně popsáno užití učebnic a zadávání domácích úkolů. Ukázalo se, že učitelé ve výuce orientované na budování schémat i učitelé pedocentricky orientované metody využívají při výuce prvky individualizace, diferenciace i personalizace. U učitelů v nevyhraněném přístupu hlavního proudu se objevuje individualizace. Analýza ve všech sledovaných oblastech u vybraných učitelů naznačuje, které z charakteristik převažují u jednotlivých učitelů a přístupů (v Hejného metodě, montessoriovské metodě a nevyhraněném přístupu).
Language: English
Published: Prague, Czechia, 2023
Article
Motivations for the Correct Use of Errors in Mathematics in Pre-University Education
Available from: Journal of Natural Sciences (Albania)
Publication: Journal of Natural Sciences, vol. 2023, no. 34
Date: 2023
Pages: 77-96
Albania, Autonomy in children, Europe, Mathematics education, Southern Europe
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Abstract/Notes: Albania comes from a long history of behavioral theories and the error is not yet free from the influence of this theory, even though the curriculum used in pre-university education is based on constructionist approaches. The positive influence of errors in the teaching/learning process has been widely discussed, but in mathematics, there is a lack of real pedagogical plans and differentiated instructional treatment, where there is a tendency to emphasize errors as much as possible. The purpose of this article is to highlight the educational motives of error in the process of enhancing learning in mathematics. Concrete educational planning that makes use of the power of errors is especially important from the perspective of why errors should be studied and what is stimulated by their correct use. The interpretation of mistakes at the metacognitive and non-cognitive levels is of relevance, and we highlight its main parameters, which are self-acceptance, self-control, and self-correction, using a critical and creative approach. The paper provides a solid theoretical framework for the relevance of extensive mistake analysis, where proper interpretation necessitates a variety of pedagogical and didactic treatments that promote learning building. Math instructors and educational institutions at all levels will benefit from this study. / Shqipëria vjen nga një histori e gjatë e teorive bihevioriste ku gabimi ende nuk është i çliruar nga ndikimi i kësaj teorie, edhe pse kurrikula e përdorur në arsimin parauniversitar bazohet në qasje konstruktiviste. Në këtë punim është diskutuar gjerësisht ndikimi pozitiv i gabimeve në procesin e mësimdhënies/të nxënit, por në rastin e matematikës mungojnë plane reale pedagogjike dhe trajtime të diferencuara didaktike, ku gabimet priren të theksohen sa më shumë. Qëllimi i këtij artikulli është të nxjerrë në pah motivet pedagogjike të gabimeve në procesin e përmirësimit të të nxënit në matematikë. Një projektim didaktik konkret që shfrytëzon fuqinë e gabimeve është veçanërisht i rëndësishëm për sa i përket arsyes pse gabimet duhet të studiohen dhe çfarë stimulohet konkretisht nga përdorimi i tyre i saktë. Interpretimi i gabimeve në nivel metakonjitiv dhe jokonjitiv është i rëndësishëm ku veçohen parametrat kryesor, të cilët janë, vetëpranimi, vetëkontrolli dhe vetëkorrigjimi, duke përdorur qasje kritike dhe krijuese. Ky artikull ofron një kornizë solide teorike për rëndësinë e analizës së hollësishme të gabimeve, interpretimi i saktë i tyre kërkon një shumëllojshmëri trajtimesh pedagogjike dhe didaktike që nxisin ndërtimin e të nxënit. Nga ky studim do të përfitojnë mësuesit e matematikës dhe institucionet arsimore të të gjitha niveleve.
Language: English
ISSN: 2305-882X
Article
Mathematics
Publication: Montessori Elementary Newsletter, vol. 3, no. 1
Date: 1973
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Language: English
Article
Refresher Course Held in Atlanta: Mathematics! [Report on recent course]
Publication: AMI/USA News, vol. 12, no. 2
Date: Mar 1999
Pages: 7
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Language: English