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Article
Programa de uso del material didáctico basado en el método Montessori para desarrollar las Rutas de Aprendizaje del área de Matemática en los niños de 3 años “B” de la I.E.P. Rafael Narváez Cadenillas, en la ciudad de Trujillo, en el año 2013 [Program for the use of didactic material based on the Montessori method to develop the Learning Paths of the Mathematics area in 3-year-old children "B" of the I.E.P. Rafael Narváez Cadenillas, in the city of Trujillo, in 2013]
Available from: Universidad Nacional de Trujillo (Peru)
Publication: Perspectivas en Primera Infancia, vol. 2, no. 1
Date: 2013
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Abstract/Notes: Los problemas que afectan al aprendizaje de nuestros estudiantes son múltiples y variados. Sin embargo algunos de ellos pueden ser solucionados adecuadamente por los mismos docentes. Lo que sucede es que mucho profesores debido a la situación económica, falta de tiempo, la falta de creatividad y capacitación para el conocimientos de nuevos materiales didácticos se sienten desalentados frente a su labor de enseñanza y permanecen indiferentes ante la búsqueda de recursos o materiales didácticos para hacer más eficientes sus actividades de aprendizaje propuestos en las programaciones curriculares. [The problems that affect the learning of our students are many and varied. However, some of them can be adequately solved by the teachers themselves. What happens is that many teachers, due to the economic situation, lack of time, lack of creativity and training for the knowledge of new teaching materials feel discouraged in their teaching work and remain indifferent to the search for resources or teaching materials to make the learning activities proposed in the curricular programs more efficient.]
Language: Spanish
Article
Lösen Montessori-Schüler_innen Mathematikaufgaben besser als solche des traditionellen Schulsystems? [Do Montessori students solve math problems better than those in the traditional school system?]
Available from: Hogrefe
Publication: Lernen und Lernstörungen, vol. 10, no. 2
Date: 2021
Pages: 115-115
Article
La Casa de los Niños de María Montessori: ¿Sistema Vigente o Anacrónico? Reformas y Políticas Educativas
Available from: Universidad Simón Bolívar (Colombia)
Publication: Justicia, vol. 13, no. 13
Date: 2008
Pages: 77-82
Americas, Colombia, Education policy, Educational change, Latin America and the Caribbean, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., South America
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Language: Spanish
ISSN: 0124-7441
Article
Das Lösen mathematischer Aufgaben in gestaltpsychologischer Sient [La solution des problemes mathematiques dans la perspective de la psychologie gestaltiste / The solution of mathematical problems from the point of view of Gestalt psychology]
Available from: Springer Link
Publication: International Review of Education, vol. 7, no. 2
Date: 1961
Pages: 208-220
Article
Education for Sustainability at a Montessori Primary School: From Silos to Systems Thinking
Available from: Cambridge University Press
Publication: Australian Journal of Environmental Education, vol. 28, no. 2
Date: Dec 2012
Pages: 162-164
Australasia, Australia, Australia and New Zealand, Oceania, Sustainability
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Abstract/Notes: This research investigated Education for Sustainability (EfS) at an independent Montessori primary school, located in the Perth metropolitan area of Western Australia. A longitudinal case study involving analysis of data from a 20-year period was conducted to determine the effectiveness of EfS. Historical information about EfS at the school from 1990 to 2005 was examined, with the main focus of the study being on the impact of the Australian Sustainable Schools Initiative (AuSSI) between 2005 and 2009. AuSSI promotes a whole school, whole systems thinking approach to EfS.Three school-based issues in EfS were studied. First, the research aimed to determine what elements of EfS were in operation in the school prior to involvement in AuSSI. Second, student outcomes including engagement with whole systems thinking, attitudes and values, knowledge and understandings, and skills and behaviours related to EfS, were investigated during the first 5 years of participation in AuSSI. Third, teacher perceptions of the EfS program, including engagement with whole systems thinking, were examined during this same time period. A case study approach was employed to enable in-depth investigation of EfS in the life of the school prior to, during and post implementation of AuSSI. This approach facilitated revelation of participants’ lived experiences, their perceptions and understandings of EfS, as well as detailed information about student outcomes in EfS. Case study methodology was also compatible with the culture and processes of the participating school and provided an opportunity for utilising a whole systems thinking approach. Data was gathered from a range of sources, through surveys, interviews, observation and document analysis over a 5-year period. The total participants included 11 teachers and 75 students. The research identified particular antecedents of EfS in the Montessori method of education that existed in the school prior to AuSSI, including the whole child approach, together with the Montessori learning environment, curriculum and values. Following participation in AuSSI, student attitudes and values, knowledge and understandings, and skills and behaviours related to EfS were enhanced for all year levels. However, after 3 years, when specific EfS actions and projects ceased, student EfS outcomes were limited. Furthermore, students’ thinking and behaviour indicated a ‘silo’, rather than whole systems thinking approach to EfS. Teachers perceived the EfS program as highly effective in the initial 3 years after joining AuSSI. Key elements that enhanced EfS included EfS staff champions who had access to EfS networks, leadership support, and active school community involvement in all EfS processes. However, after 3 years of being an AuSSI school, the culmination of reduced leadership support for EfS, lack of staff training, vague designation of staff with EfS responsibilities and inadequate community involvement, resulted in cessation of the EfS program. Teacher perceptions on whole systems thinking revealed alignment between Montessori philosophy, EfS and whole system thinking was more in theory than in practice. Through an in-depth longitudinal case study of a school this research highlighted the importance of whole school EfS professional learning, embedding EfS and whole systems thinking across the curriculum at all year levels, whole school support, and the usefulness of a sustainability continuum that recognises the complex, dynamic interplay of issues involved in a school's EfS journey. It is strongly recommended that improvements to pre-service teacher education in EfS are implemented, and a review of the AuSSI toolkit is conducted to refine EfS evaluation processes and to target the specific EfS needs of teachers at different stages of schooling, as well as to enhance understanding and implementation of the whole systems thinking approach. Finally, EfS professional learning for all school staff in all schools is warranted to enhance depth of EfS engagement.
Language: English
DOI: 10.1017/aee.2013.8
ISSN: 0814-0626, 2049-775X
Article
Colegio Montessori-Palau de Girona: La casa de los niños Montessori [Colegio Montessori-Palau de Girona: The Montessori Children's Home]
Publication: Cuadernos de Pedagogía, no. 455
Date: 2015
Pages: 16-22
Europe, Southern Europe, Spain
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Language: Spanish
ISSN: 0210-0630
Article
Reaching Standards without Losing Integrity
Publication: Public School Montessorian, vol. 20, no. 2
Date: Winter 2008
Pages: 15
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Language: English
ISSN: 1071-6246
Article
The Myth of the Lost Gardens of Children
Publication: Public School Montessorian, vol. 20, no. 4
Date: Summer 2008
Pages: 6
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Language: English
ISSN: 1071-6246
Article
Amid Budget Shortfall, a Visionary Loses His School [InterCultura Montessori Foreign Language School, Oak Park, Illinois]
Publication: Public School Montessorian, vol. 17, no. 2
Date: Winter 2005
Pages: 1
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Language: English
ISSN: 1071-6246
Article
Finding What Was Lost in the Translation
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 13, no. 3
Date: Spring 2001
Pages: 2
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Language: English
ISSN: 1071-6246