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Article
Teaching Tots to Read and Write
Available from: HathiTrust
Publication: Journal of Education (Boston), vol. 80, no. 2
Date: Jul 9, 1914
Pages: 46-47
Americas, Montessori method of education, North America, United States of America
Article
Hawaiian Culture-Based Education and the Montessori Approach: Overlapping Teaching Practices, Values, and Worldview
Available from: JSTOR
Publication: Journal of American Indian Education, vol. 50, no. 3
Date: 2011
Pages: 5-25
Americas, Indigenous communities, Indigenous peoples, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Abstract/Notes: The purpose of this qualitative case study was to investigate why the Montessori approach has been viewed as a culturally congruent educational model by some Hawaiian language immersion and culture-based (HLIC) educators and how aspects of it have been used in HLIC classrooms. Data collection included semi-structured interviews and focus group discussions with 40 Hawaiian educators, document analysis, and visits to 12 school sites. Using grounded theory methodology, similarities in core teaching strategies based on shared values and worldview emerged. Challenges and nuanced distinctions were also revealed, along with an emerging and uniquely Hawaiian pedagogy. Findings indicate that educators and researchers should take worldview and beliefs into account when designing programs and creating both preservice and inservice training opportunities.
Language: English
ISSN: 0021-8731
Article
Pelatihan untuk Mengajar Bahasa dan Matematika Berbasis Metode Montessori di Sekolah Dasar [Training for Teaching Language and Mathematics Based on the Montessori Method in Elementary Schools]
Available from: EJOURNAL (Indonesia)
Publication: Jurnal Pengabdian Pada Masyarakat [Journal of Community Service], vol. 6, no. 1
Date: 2021
Pages: 69-77
Asia, Australasia, Indonesia, Southeast Asia, Southeast Asia, Trainings
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Abstract/Notes: An important aspect that determines learning success is the learning method used by the teacher. Teacher prospective teachers should have broad insights related to learning methods. Prospective teachers and teachers need to vary the learning model. Montessori method is one method that follows the natural tendencies of children and teachers need to prepare learning that follows the stages of child development. Based on these thoughts, community service is carried out to help prospective teachers and teachers' insights about the Montessori method. The sequence of community service activities is the training and mentoring of prospective teachers, the implementation of learning by the Montessori method by prospective teachers, evaluation and reflection on the results of implementation, preparation of training materials for elementary school teachers, and the activity ends with the evaluation and training of Montessori methods for elementary teachers. The result of community service is that prospective teachers are happy to have classroom experience and 100% of students are happy because they are involved in innovative learning activities, the Montessori method. In addition, teachers also get experience training in Montessori methods.
Language: Indonesian
ISSN: 2540-8747
Article
The Teaching of Mathematics: A Tragedy [Paper presented at the 12th International Montessori Congress, Bad Godesberg, Germany, August 22-27, 1960]
Available from: Springer Link
Publication: International Review of Education, vol. 7, no. 2
Date: 1961
Pages: 155-162
Conferences, Europe, Germany, International Montessori Congress (12th, Bad Godesberg, Germany, 22-27 August 1960), Western Europe
Article
Die Idee von Maria Montessoris Materialen im Lichte der Didactik der Mathematik [Montessori Materials and the Teaching of Mathematics]
Available from: Springer Link
Publication: International Review of Education, vol. 7, no. 2
Date: 1961
Pages: 174-186
Article
Exploring Children's Language Cognitive Development: An Inquiry-Based on China Sinology and Montessori Teaching Method
Available from: International Journal of Education and Research
Publication: International Journal of Education and Research, vol. 10, no. 5
Date: May 2022
Pages: 91-98
Asia, China, Cognitive development, Early childhood care and education, Early childhood education, East Asia, Language acquisition, Language development, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: Montessori education is a popular way of education in the world. Although this method has been passed around the world for many years, it became popular in China's education system in the 1990s. However, parents in China either choose to believe in Montessori's influence and significance on their children or choose to keep their children educated only in traditional Chinese culture. There are some kindergartens in China where China Sinology and Montessori education coexist. Current studies lack discussion on the impact of the integration of Montessori education and Sinology education on children. Both Montessori education and Sinology have their special advantages for children's cognitive development. This research aims to explore the influence of the Montessori teaching method and Chinese traditional education on the language cognitive development of 3–6 years-old-children.
Language: English
ISSN: 2411-5681
Article
Multigrade Teaching in Peru, Sri Lanka and Vietnam: An Overview
Available from: ScienceDirect
Publication: International Journal of Educational Development, vol. 21, no. 6
Date: 2001
Pages: 499-520
Americas, Asia, Latin America and the Caribbean, Nongraded schools, Peru, Rural education, South America, South Asia, Southeast Asia, Sri Lanka, Vietnam
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Abstract/Notes: This paper comprises reviews of multigrade teaching in three countries: Peru, Sri Lanka and Vietnam. For each country, we describe the context for multigrade teaching, the country's education system, the place of multigrade teaching within the system, problems associated with multigrade teaching and current strategies for multigrade teaching. We conclude by noting some common experiences for multigrade schools across the countries, including those of isolation and dispersion, lack of physical facilities, poor teacher backgrounds and conditions, limited classroom teaching and learning strategies and pupils' deprived backgrounds. Also common across the three countries is a national commitment to improving the situation for multigrade classrooms.
Language: English
DOI: 10.1016/S0738-0593(01)00013-X
ISSN: 0738-0593
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
Teaching to Be American: The Quest for Integrating the Italian-American Child
Available from: Taylor and Francis Online
Publication: History of Education, vol. 44, no. 5
Date: 2015
Pages: 651-666
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Abstract/Notes: In the early years of the twentieth century, the great structural, social and cultural changes in American society included a growing number of immigrants arriving from the poorest regions of Europe. For the first time, the issues of immigration, assimilation and social integration became the most important problems facing American society. In the optimistic climate of the so-called progressive era, social reformers thought that these problems could be solved by the science of pedagogy, as applied to the educational needs of foreign immigrants. This essay centres on the pedagogical efforts of Italian-American educator Angelo Patri, who attempted to integrate Italian-American children into the fabric of American society through education. It starts by assessing Patri’s early writings, such as A Schoolmaster of the Great City, and his private and professional papers. In doing so, his work is situated in the debate on progressive education alongside pedagogue Maria Montessori, demonstrating his central role in the debate on integration through education. Within this analysis, particular attention is paid to the notion of learning by doing, and it is argued that both educators were influenced by this particular aspect of progressive education.
Language: English
DOI: 10.1080/0046760X.2015.1063710
ISSN: 0046-760X, 1464-5130
Article
Using Mathematics Strategies in Early Childhood Education as a Basis for Culturally Responsive Teaching in India
Available from: Taylor and Francis Online
Publication: International Journal of Early Years Education, vol. 14, no. 1
Date: 2006
Pages: 15-34
Asia, Culturally responsive teaching, India, South Asia
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Abstract/Notes: The objective of this small study was to elicit responses from early childhood teachers in India on mathematics learning strategies and to measure the extent of finger counting technique adopted by the teachers in teaching young children. Specifically, the research focused on the effective ways of teaching mathematics to children in India, and examined teachers’ approach to number counting. In India, children were taught by their parents or by their teachers to use fingers to count. The qualitative study conducted by the researcher further enriched the topic with first‐hand comments by the teachers. Although the finger counting method was not the only process that teachers would adopt, it was embedded in the culture and taken into consideration while infusing mathematics skills. The teachers confirmed adopting the Indian method of finger counting in their teaching strategy; some specified that the method helped children to undertake addition and subtraction of carrying and borrowing, as counting by objects could not be available all the time. Although the study is limited by its small sample to the unique mathematics learning experience in India, it provides readers with a glimpse of culturally responsive teaching methods and an alternative mathematics teaching strategy.
Language: English
DOI: 10.1080/09669760500446374
ISSN: 0966-9760