Language: English

Abstract/Notes: A paper presented at the 18th International Montessori Congress, "The Montessori Method and the Handicapped Child", Munich, July, 1977.

Language: English

ISSN: 1877-539X

Language: English

ISSN: 0519-0959

Language: English

ISSN: 0519-0959

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

Abstract/Notes: Metacognition is a part of the models of self-regulated learning. The consideration of a broader context resonates with a social cognitive perspective approach to learning which dominates the educational academic field with the theory of self-regulated learning. Metacognition is considered a crucial factor influencing mathematics achievement. Furthermore, the affective field including pupils' self-efficacy, interest and motivation are the phenomena involved in mathematical problem-solving. On the other hand, metacognitive knowledge and metacognitive regulations are not a regular part of mathematics education in the Czech Republic. The main aim of this study was to investigate the relation between pupils' attitude toward mathematics; metacognitive knowledge; self-efficacy and motivation; metacognitive monitoring; and their achievement in solving mathematical problems. All together 1,133 students of Grade 5 from four types of Czech schools participated in the study. There were traditional schools; schools teaching mathematics by genetic constructivism, i.e., Hejný's method; Montessori schools; and Dalton schools were involved. The assessed variables, namely relation to mathematics; metacognitive knowledge; self-efficacy and motivation; metacognitive monitoring; and mathematical achievement were used as an input to regression analysis. Item-response theory was used for assessing the performance of the students and demands of the tasks. The metacognitive monitoring was detected as the most significant predictor of mathematics achievement for higher- and lower-performing students as well as for the item with high and low demands. The study reveals how the different mathematics curricula (un)support the metacognitive processes involved in mathematical problem-solving. The information allows teachers to spend sufficient time with particular types of mathematics problems whose solutions is determined by activation of metacognitive processes. This demonstrates the importance of including the activities for development of metacognitive monitoring in mathematics education.

Language: English

DOI: 10.3389/fpsyg.2022.963151

ISSN: 1664-1078

Abstract/Notes: Albania comes from a long history of behavioral theories and the error is not yet free from the influence of this theory, even though the curriculum used in pre-university education is based on constructionist approaches. The positive influence of errors in the teaching/learning process has been widely discussed, but in mathematics, there is a lack of real pedagogical plans and differentiated instructional treatment, where there is a tendency to emphasize errors as much as possible. The purpose of this article is to highlight the educational motives of error in the process of enhancing learning in mathematics. Concrete educational planning that makes use of the power of errors is especially important from the perspective of why errors should be studied and what is stimulated by their correct use. The interpretation of mistakes at the metacognitive and non-cognitive levels is of relevance, and we highlight its main parameters, which are self-acceptance, self-control, and self-correction, using a critical and creative approach. The paper provides a solid theoretical framework for the relevance of extensive mistake analysis, where proper interpretation necessitates a variety of pedagogical and didactic treatments that promote learning building. Math instructors and educational institutions at all levels will benefit from this study. / Shqipëria vjen nga një histori e gjatë e teorive bihevioriste ku gabimi ende nuk është i çliruar nga ndikimi i kësaj teorie, edhe pse kurrikula e përdorur në arsimin parauniversitar bazohet në qasje konstruktiviste. Në këtë punim është diskutuar gjerësisht ndikimi pozitiv i gabimeve në procesin e mësimdhënies/të nxënit, por në rastin e matematikës mungojnë plane reale pedagogjike dhe trajtime të diferencuara didaktike, ku gabimet priren të theksohen sa më shumë. Qëllimi i këtij artikulli është të nxjerrë në pah motivet pedagogjike të gabimeve në procesin e përmirësimit të të nxënit në matematikë. Një projektim didaktik konkret që shfrytëzon fuqinë e gabimeve është veçanërisht i rëndësishëm për sa i përket arsyes pse gabimet duhet të studiohen dhe çfarë stimulohet konkretisht nga përdorimi i tyre i saktë. Interpretimi i gabimeve në nivel metakonjitiv dhe jokonjitiv është i rëndësishëm ku veçohen parametrat kryesor, të cilët janë, vetëpranimi, vetëkontrolli dhe vetëkorrigjimi, duke përdorur qasje kritike dhe krijuese. Ky artikull ofron një kornizë solide teorike për rëndësinë e analizës së hollësishme të gabimeve, interpretimi i saktë i tyre kërkon një shumëllojshmëri trajtimesh pedagogjike dhe didaktike që nxisin ndërtimin e të nxënit. Nga ky studim do të përfitojnë mësuesit e matematikës dhe institucionet arsimore të të gjitha niveleve.

Language: English

ISSN: 2305-882X

Abstract/Notes: Actualmente, el aprendizaje de la matemática escolar se ha constituido en un problema latente, generado por diversos factores, entre ellos, los métodos usados por el profesor. El objetivo de la investigación consistió en establecer la influencia que tiene el método Montessori en el fortalecimiento del pensamiento lógico-matemático en los infantes de grado tercero, en una Institución educativa colombiana. La metodología fue cuantitativa, con diseño cuasi-experimental; la información fue recogida en un diario de campo por observación directa y una prueba de entrada-salida; los datos se procesaron con el software SPSS y las hipótesis se comprobaron con la prueba de Wilcoxon. Los resultados mostraron que el método Montessori plasmado en una secuencia didáctica, influyó de manera significativa en el aprendizaje estudiantil asociado a las operaciones de adición y multiplicación con números naturales. Se concluye que este método promueve el aprendizaje significativo de los escolares, basado en experiencias y descubrimientos. / Currently, the learning of school mathematics has become a latent problem, generated by various factors, including the methods used by the teacher. The objective of the research was to establish the influence of the Montessori method in strengthening logical-mathematical thinking in third grade infants, in a Colombian educational institution. The methodology was quantitative, with a quasi-experimental design; the infor-mation was collected in a field diary by direct observation and an entry-exit test; the data were processed with the SPSS software and the hypotheses were verified with the Wilcoxon test. The results showed that the Montessori method, embodied in a didactic sequence, significantly influenced student learning associated with the operations of addition and multiplication with natural numbers. It is concluded that this method promotes meaningful learning in schoolchildren, based on experiences and discoveries.

Language: English

DOI: 10.19053/20278306.v11.n3.2021.13354

ISSN: 2027-8306, 2389-9417

Abstract/Notes: The goal of the presented work was to determine whether and how individualization, differentiation, and personalization are utilized in the principles of the selected programs and in the teachers’ beliefs and practices in the teaching of mathematics at elementary school. In order to collect data, six teachers in the Czech Republic were selected with three different approaches to teaching– Scheme oriented approach, child–centred educational approach, and an undesignated mainstream approach. The basic concepts and all three selected approaches to teaching were defined in the theoretical part of the work. In the experimental part, episodes from interviews about beliefs and practices identified in teaching were interpreted within the context of characteristics of individualization, differentiation, and personalization. Practices such as the use of textbooks and homework assignments were specifically described. The study shows that teachers of a scheme-oriented approach and a child–centred educational approach use elements of individualization, differentiation, and personalization in their practices. Individualization appears in the teaching of the undesignated mainstream approach, but this approach does not contain aspects of differentiation and personalization. The analysis in all monitored areas of selected teachers indicates which of the characteristics prevail in individual teachers’ work and the approaches. The research confirmed that selected teachers in all three approaches (Hejny method, Montessori method and an undesignated) individualize, differentiate, or personalize to some extent. / Cílem předkládané práce bylo popsat, zda a jak jsou uplatňována individualizace, diferenciace a personalizace ve vybraných programech, jejich principech, učitelských přesvědčeních a praktikách ve výuce matematiky na prvním stupni základní školy. Za účelem sběru dat bylo vybráno šest učitelů se třemi odlišnými přístupy k výuce – výuka orientovaná na budování schémat, pedocentricky orientovaná metoda a nevyhraněný přístup hlavního vzdělávacího proudu v České republice. V teoretické části práce byly definovány základní pojmy a vymezeny všechny tři vybrané přístupy k výuce. V experimentální části byly na pozadí charakteristik individualizace, diferenciace a personalizace interpretovány epizody z rozhovorů o přesvědčeních a praktikách sledovaných při výuce. Z praktik bylo konkrétně popsáno užití učebnic a zadávání domácích úkolů. Ukázalo se, že učitelé ve výuce orientované na budování schémat i učitelé pedocentricky orientované metody využívají při výuce prvky individualizace, diferenciace i personalizace. U učitelů v nevyhraněném přístupu hlavního proudu se objevuje individualizace. Analýza ve všech sledovaných oblastech u vybraných učitelů naznačuje, které z charakteristik převažují u jednotlivých učitelů a přístupů (v Hejného metodě, montessoriovské metodě a nevyhraněném přístupu).

Language: English

Published: Prague, Czechia, 2023

Abstract/Notes: Learning media has an important role in learning mathematics because mathematics is an abstract science and requires a deep understanding of concepts. Students have difficulty in understanding mathematics due to the teacher's monotonous explanation in class without any learning media or epraga tools. Fun learning media is interactive learning media, which allows students to use the media themselves and interact both with other students and with teachers. One example of interactive learning media is Montessori learning media. Based on observations at partner locations, it was found that mathematics teachers in elementary and secondary schools have never used Montessori learning media, therefore training on the use of Montessori-based learning media is needed for elementary and secondary school teachers so that classroom learning runs optimally in accordance with learning objectives. Training on the use of Montessori-based learning media has a positive impact on teachers, it can be seen from the final questionnaire of the training participants provide positive feedback, to this training activity, namely with data interpretation of 96%.

Language: English

DOI: 10.58258/abdi.v5i2.6251

ISSN: 2715-9108