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Article
Longitudinal Comparison of Montessori versus Non-Montessori Students’ Place-Value and Arithmetic Knowledge
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 2, no. 1
Date: 2016
Pages: 1-15
Americas, Comparative education, Mathematics education, Montessori method of education - Evaluation, North America, United States of America
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Abstract/Notes: Base-10 and place value understanding are important foundational math concepts that are associated with higher use of decomposition strategies and higher accuracy on addition problems (Laski, Ermakova, & Vasilyeva, 2014; Fuson, 1990; Fuson & Briars, 1990; National Research Council, 2001). The current study examined base-10 knowledge, place value, and arithmetic accuracy and strategy use for children in early elementary school from Montessori and non-Montessori schools. Children (N = 150) were initially tested in either kindergarten or first grade. We followed up with a subgroup of the sample (N = 53) two years later when the children were in 2nd and 3rd grade. Although Montessori curriculum puts a large emphasis on the base-10 structure of number, we found that children from Montessori schools only showed an advantage on correct use of base-10 canonical representation in kindergarten but not in first grade. Moreover, there were no program differences in place value understanding in 2nd and 3rd grade. Although Montessori children used different strategies to obtain answers to addition problems in 2nd and 3rd grade as compared with non-Montessori children, there were no program differences in addition accuracy at any grade level. Educational implications are discussed.
Language: English
ISSN: 2378-3923
Report
Effectiveness of Direct Verbal Instruction on IQ Performance and Achievement in Reading and Arithmetic [Academic Preschool, Champaign, Illinois]
Available from: ERIC
Academic achievement, Americas, Arithmetic, Early childhood care and education, Early childhood education, Literacy, Mathematics education, North America, Reading, United States of America
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Abstract/Notes: This experiment was based on the assumption that the academic failure of the disadvantaged or middle class child is due to a failure of instruction and that if above-normal learning schedules were maintained, the second year of an enrichment program would not show the customary drop in gains from the first year. The subjects of this study were 43 disadvantaged Negro and white 4-year-olds of high, middle, and low intelligence. Fifteen of the children were placed in an experimental group (I) and 28 in a control group (II). A 2-year program involving a group (III) of middle class 4-year-olds was also conducted, with a control group (IV) consisting of middle class 4-year-olds in a Montessori preschool. Groups I and III received a 2-year experimental program in which rapid attainment of basic academic concepts was emphasized. Group II received a 2-year traditional preschool education. Group I achieved significantly greater Stanford-Binet IQ gains than Group II and maintained them over the 2-year program. Group III children also benefited measureably from the program and demonstrated greater achievement in many areas than Group IV.
Language: English
Published: Washington, D.C., 1966
Article
Teaching Arithmetical Division
Available from: The Times Educational Supplement Historical Archive - Gale
Publication: The Times Educational Supplement (London, England)
Date: Jul 20, 1929
Pages: 332
England, Europe, Great Britain, Maria Montessori - Biographic sources, Maria Montessori - Speeches, addresses, etc., Mathematics education, Montessori method of education - Study and teaching, Montessori method of education - Teacher training, Northern Europe, Teacher training, United Kingdom
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Language: English
ISSN: 0040-7887
Article
A Discussion on the Bridge Course in Arithmetic (for the Child who has Moved into the Primary) held at Gurukul Montessori House of Children
Publication: The Child and You, vol. 11
Date: 2011
Pages: 33-34
Asia, India, South Asia, Trainings
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Language: English