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Book Section

Teaching How to Count and an Introduction to Arithmetic

Book Title: The Discovery of the Child

Pages: 279-292

Maria Montessori - Writings

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Abstract/Notes: Formerly entitled The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses. This book was first published in 1909 under the title 'Il Metodo della Pedagogia Scientifica Applicato all'Educazione Infantile nelle Case dei Bambini' ('The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses) and was revised in 1913, 1926, and 1935. Maria Montessori revised and reissued this book in 1948 and renamed it 'La Scoperta del Bambino'. This edition is based on the 6th Italian edition of 'La Scoperta del Bambino' published by the Italian publisher Garzanti, Milan, Italy in 1962. M. J. Costelloe, S. J. translated this Italian version into the English language in 1967 for Fides Publishers, Inc. In 2016 Fred Kelpin edited this version and added many footnotes. He incorporated new illustrations based on AMI-blueprints of the materials currently in use.

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2017

ISBN: 978-90-79506-38-5

Series: The Montessori Series , 2

Patent

Improvements in or relating to Apparatus for Teaching Children Arithmetic

Maria Montessori - Writings

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Abstract/Notes: This invention relates to apparatus for initiating children in an easy and rapid way into the fundamental principles of arithmetic. The apparatus according to the invention comprises bead apparatus, lined sheets, multiplication and division apparatus and apparatus for demonstrating the power of numbers.

Language: English

Date of issue: 1914-08-07

Article

Psychogeometry and Psychoarithmetic

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2007, no. 2

Pages: 10–15

Arithmetic, Geometry, Maria Montessori - Speeches, addresses, etc., Mathematics education, Mathematics education, ⛔ No DOI found

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Abstract/Notes: Lecture, 1930s; introduction and explanatory notes by Camillo Grazzini

Language: English

ISSN: 0519-0959

Book Section

Further Developments in Arithmetic

Book Title: The Discovery of the Child

Pages: 293-298

Maria Montessori - Writings

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Abstract/Notes: Formerly entitled The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses. This book was first published in 1909 under the title 'Il Metodo della Pedagogia Scientifica Applicato all'Educazione Infantile nelle Case dei Bambini' ('The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses) and was revised in 1913, 1926, and 1935. Maria Montessori revised and reissued this book in 1948 and renamed it 'La Scoperta del Bambino'. This edition is based on the 6th Italian edition of 'La Scoperta del Bambino' published by the Italian publisher Garzanti, Milan, Italy in 1962. M. J. Costelloe, S. J. translated this Italian version into the English language in 1967 for Fides Publishers, Inc. In 2016 Fred Kelpin edited this version and added many footnotes. He incorporated new illustrations based on AMI-blueprints of the materials currently in use.

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2017

ISBN: 978-90-79506-38-5

Series: The Montessori Series , 2

Article

Psycho Geometry and Psycho Arithmetic

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1982, no. 1/2

Pages: 10–15

Arithmetic, Geometry, Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings, Mathematics education, ⛔ No DOI found

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Abstract/Notes: From a 1930s lecture

Language: English

ISSN: 0519-0959

Master's Thesis

A Study of the Effectiveness of Instruction in Multi-Age Grading vs. Traditional Single-Grade Level Organization on the Reading Achievement of Fourth Graders

Available from: ERIC

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Abstract/Notes: A study examined the effects of multi-age/grade instruction, compared to the traditional single-grade approach, on the reading achievement of fourth graders. Subjects, 22 fourth-graders in a single-grade class, were divided into instructional groups based on chronological age while the instructional grouping for 22 students in a combined fourth and fifth grade class at a neighboring school cut across age and grade levels. The Comprehensive Test of Basic Skills was used to measure the growth in "total reading" over a 1-year period. Results indicated no statistically significant difference between means of the two groups, although a positive mean score in favor of the multi-age instructional design was noted. (A 50-item bibliography, and the themes of study and sample lesson plans for both groups are attached.) (RS)

Language: English

Published: Danbury, Connecticut, 1989

Conference Paper

The Effects of Nongrading, Team teaching and Individualizing Instruction on the Achievement Scores of Disadvantaged Children

Available from: ERIC

International Reading Association

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Abstract/Notes: In 1968, Clifton Hills Elementary School in Chattanooga, Tennessee, adopted the "Supermarket Idea of Learning." This learning theory provided for setting up a learning center in each instructional area with materials and machines of instruction accessible to all students. Additional features to implement the theory included; a) a daily teacher planning period, b) teaching teams, c) elimination of grade level expectation, d) individualization of instruction, e) multi-age and multi-grade grouping, f) large and small group instruction, g) independent study, and h) opportunities for student tutorials. The California Achievement Test was administered to the students every October for several years; it was possible to compare the test scores for fifth grade children in 1967 before the program was implemented with the test scores for fifth grade children in 1971 three years after the program was initiated. The direction and degree of change of mean CAT scores for the 60 children were

Language: English

Published: Atlanta, Georgia, Feb 1971

Article

Academic Achievement Outcomes: A Comparison of Montessori and Non-Montessori Public Elementary School Students

Available from: Journal of Elementary Education

Publication: Journal of Elementary Education, vol. 25, no. 1

Pages: 39-53

Americas, Comparative education, Montessori method of education - Evaluation, North America, United States of America, ⛔ No DOI found

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Abstract/Notes: Within the realm of elementary public schools, several pedagogical models of early childhood education are practiced in the United States (Lillard, 2005). The constructivist approach to early childhood education is illustrative of best practices based on current theory. One model of constructivist early childhood education is the Montessori Method founded in the early twentieth century by Maria Montessori, an Italian physician (Montessori, 1912/1964). Though the Montessori Method is aligned with research-based best practices espoused by constructivism, there are relatively few public Montessori schools currently in the United States. A direct comparison is needed between the academic outcomes of public elementary school programs which implement the Montessori Method and those which implement a more traditional approach to early childhood education. The focus of this study is the academic achievement outcomes of Montessori public school students as compared to similar non-Montessori students. The Montessori students’ Iowa Tests of Basic Skills (ITBS) Total Reading and Total Math scores in grades one and two were not statistically different than their non-Montessori counterparts. In grade three, the Montessori students’ Texas Assessment of Knowledge and Skills (TAKS) Reading and Math scores were not statistically different than those of the non-Montessori students. In grades four and five, the TAKS Reading and Math scores statistically favored Montessori students.

Language: English

ISSN: 2227-1090, 1991-8100

Doctoral Dissertation

Prediction of School Achievement in Preschool Montessori Children

Academic achievement, Early childhood care and education, Early childhood education, Montessori method of education, Montessori schools

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Language: English

Published: Buffalo, New York, 1977

Master's Thesis (Action Research Report)

The Benefits of Parent-School Partnerships: A Cooperative Approach to Increase Student Learning and Achievement

Available from: St. Catherine University

Action research

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Abstract/Notes: This action research study was conducted at a rural Montana public school and included students in the first through third grade and their parent participants. The study investigated the ways that parent participation, through parent-school partnerships, could benefit student learning and achievement. The study used a combination of student surveys and interviews, while the parents completed an online survey and questionnaire. The results of the study focused on students’ perceptions of their parents’ involvement in their educational experience as well as primary ways that parents communicate with their child’s school, teachers, and their involvement with their child in and out of school. Further investigation of this study would focus on specific ways parents are involved in their child’s educational experience and observing and documenting parent-student involvement through a school-hosted program during a school day.

Language: English

Published: St. Paul, Minnesota, 2014

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