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Book Section
Die Anwendung der Montessori-Methode in der Mathematik: vom Begriff des Stellenwerts zu dem der Kultur [The application of the Montessori method in mathematics: from the concept of status to that of culture]
Book Title: Die Montessori-Pädagogik und das behinderte Kind: Referate und Ergebnisse des 18. Internationalen Montessori Kongresses (München, 4-8 Juli 1977) [The Montessori System and the Handicapped Child: Papers and Reports of the 18th International Montessori Congress (Munich, July 4-8, 1977)]
Pages: 181-188
Conferences, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977), Mathematics education, Montessori method of education
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Language: German
Published: München: Kindler, 1978
ISBN: 3-463-00716-9
Book Section
The Newer Mathematics and Implications for Montessori
Book Title: Building the Foundations for Creative Learning
Pages: 200-218
American Montessori Society (AMS), New York
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Language: English
Published: New York: American Montessori Society, 1964
Article
Montessori Mathematics in Early Childhood Education
Available from: Gale Academic Online
Publication: Curriculum Matters, no. 3
Date: 2007
Pages: 6-28
Australasia, Australia and New Zealand, Montessori method of education - Criticism, interpretation, etc., New Zealand, Oceania
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Abstract/Notes: Mentioned in AMI 2009 - The Montessori movement recently celebrated a century of international education, spanning from early childhood through to tertiary experience. The first Casa dei Bambini, or children's house, was opened in Rome, Italy, on 6 January 1907, and within three years the influence of Montessori education began to reach New Zealand shores. This article outlines the Montessori approach to early childhood curriculum in general, and discusses findings from a small research project examining mathematical concept development in children prior to school entry. Initial findings of the project indicate that the Montessori approach may have a positive impact on children's numeracy knowledge and strategies at age five. This research arose from the involvement of the authors of this paper in the development and delivery of teacher education degrees at early childhood education (ECE) and primary levels that include a Montessori specialty in their final year. Our experience in sharing both the Numeracy Development Project and the Montessori mathematics curriculum has resulted in many discovery moments for our students. This has led us to suggest that wider understanding and dissemination of Montessori curriculum ideas may help to progress discussion on early mathematics development.
Language: English
DOI: 10.18296/cm.0086
ISSN: 1177-1828, 2253-2129
Article
Maths Made Visible
Available from: The Times Educational Supplement Historical Archive - Gale
Publication: The Times Educational Supplement (London, England)
Date: Mar 21, 1958
Pages: 459
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Language: English
ISSN: 0040-7887
Article
A Classification of Teacher Interventions in Mathematics Teaching
Available from: Springer Link
Publication: ZDM (Zentralblatt für Didaktik der Mathematik), vol. 37, no. 3
Date: Jun 2005
Pages: 240-245
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Abstract/Notes: One of the best-known quotes in pedagogical literature is Maria Montessoris “Help me to do it myself.” This citation can be applied to many open questions. For example, how to help students working autonomously on cognitively demanding tasks is not only an unanswered question in didactical literature, but there has also been relatively little research done in this area.
Language: English
DOI: 10.1007/s11858-005-0015-3
ISSN: 1863-9704
Article
A Multiage Success Story: How Does Everyday Mathematics Fit in a Multiage Classroom?
Publication: TeacherLink, vol. 4, no. 3
Date: 1996
Pages: 1-3
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Abstract/Notes: Describes the mixed-age group implementation of the Everyday Mathematics program, which contains many open-ended components that are easily adaptable to the developmental nature of the mixed-age setting. Notes that students can benefit from games, explorations, projects, math messages, and math boxes in mixed-age settings. Team-teaching is used where content is difficult to teach in mixed-age settings.
Language: English
Article
Culture, Communication, and Mathematics Learning: An Introduction
Publication: Focus on Learning Problems in Mathematics, vol. 27, no. 1-2
Date: 2005
Pages: 1
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Abstract/Notes: History is replete with politically and ideologically motivated resistance to change in...
Language: English
ISSN: 0272-8893
Article
Montessori Mathematics for Students with Pervasive Developmental Disorder - Not Otherwise Specified
Available from: Universitas Muhammadiyah Tangerang
Publication: Prima: Jurnal Pendidikan Matematika, vol. 6, no. 1
Date: 2022
Pages: 30-39
Developmentally disabled children, Mathematics education, Montessori method of education
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Abstract/Notes: Montessori is a learning method that uses the surrounding environment as a learning resource. This research is aimed at describing how the Montessori method is applied to Mathematics for students who survive Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS). The research method used is descriptive qualitative. The research subjects were PDD-NOS grade V SD students in inclusive schools. The research instruments were documentation, observation, and interviews. The results showed that students with PDD-NOS who have delays in communication can more easily accept mathematics learning using the Montessori method. This is supported by the Montessori concept which allows PDD-NOS students to use lego in learning fractions.
Language: English
ISSN: 2580-2216
Article
Pedagogical Knowledge for Teaching Mathematics in Montessori Schools
Available from: International Electronic Journal of Mathematics Education
Publication: International Electronic Journal of Mathematics Education, vol. 16, no. 3
Date: Oct 2021
Pages: Article em0646
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Abstract/Notes: Teacher knowledge needed for teaching is widely studied to characterize its key categories. We report findings from a study on teachers’ knowledge for mathematics in the Montessori schools. In Montessori accredited schools, teachers learn to teach mathematics in ways different from the teachers themselves experienced in non-Montessori schools. We ask: What knowledge do teachers learn? and how do they continue to refine this knowledge in teaching in classrooms? We draw from a teacher knowledge framework based on cross-national studies to interpret mixed data from a case study. We aim to inform research on teacher characteristics needed for consistent implementation of instructional reform. Major findings from this study are that for K-6 Montessori teachers to thrive in teaching mathematics in Montessori classrooms, they need teacher knowledge on Montessori materials, on lesson and the presentation of content according to Montessori’s philosophy and pedagogy; as well as on the process of independently understanding concepts to be presented. The findings contribute to further theorizing on teacher knowledge which has implications is designed to teacher training opportunities in three subcategories; namely teaching, learning, and professional competence knowledge.
Language: English
DOI: 10.29333/iejme/11005
ISSN: 1306-3030
Article
The Effects of Montessori Training Program for Mothers on Mathematics and Daily Living Skills of 4-5 Year-Old Montessori Children
Available from: Association for the Development of Early Childhood Education in Turkey
Publication: Erken Çocukluk Çalışmaları Dergisi / Journal of Early Childhood Studies, vol. 3, no. 2
Date: 2019
Pages: 278-299
Asia, Mathematics education, Middle East, Montessori method of education, Parent education, Practical life exercises, Turkey, Western Asia