Language: Japanese

Published: Tokyo, Japan: Daiichi Hoki Shuppan, 1978

Language: Hungarian

Published: Szeged, Hungary: Ablaka G. Könyvnyomdája, 1938

Language: Italian

ISSN: 0036-9853

Abstract/Notes: O presente trabalho busca a identificação de táticas e estratégias empregadas no processo de implantação do método montessori-lubienska no Colégio Sion de Curitiba, entre 1956 e 1959. A construção desta narrativa historiográfica apresenta como eixo teórico articulador o historiador francês Michel de Certeau, com seus conceitos de lugar, de estratégia e de tática, a partir do entrecruzar de fontes de tipologia diversa coletadas nos arquivos do Colégio e em instâncias externas; e do diálogo com publicações acadêmicas que abordam os temas e o contexto, no âmbito nacional e paranaense. Os resultados da pesquisa evidenciam que sob atmosfera marcada no Paraná por iniciativas anteriores relacionadas ao método Montessori, a opção e as iniciativas católicas pelo método montessori-lubienska como saída para o embate entre católicos e renovadores, aliadas à formação que Soeur Maria Cristina recebera de Lubienska na França, permitiram que as irmãs de Curitiba por meio de golpes de astúcia organizassem táticas para garantir o método montessori-lubienska como estratégia a partir do Colégio Sion. [The present dissertation seeks to identify tactics and strategies used in the process of implementing the montessori-lubienska method at Colégio Sion in Curitiba, between 1956 and 1959. The construction of this historiographic narrative presents the french theoretical Michel de Certeau as an articulating theoretical axis, with its concepts of place, strategy and tactics, from the intersection of sources of different types collected in the archives of the College and in external instances; and dialogue with academic publications that address the themes and the context, at the Brasil and state of Paraná. The research results show that under an atmosphere marked in Paraná by previous initiatives related to the Montessori method, the Catholic option and initiatives by the montessori-lubienska method as a way out of the clash between Catholics and renovators, combined with the training that Soeur Maria Cristina had received from Lubienska in France, they allowed the sisters of Curitiba by means of cunning strokes to organize tactics to guarantee the montessori-lubienska method as a strategy from Colégio Sion.]

Language: Portuguese

Published: Curitiba, Brazil, 2020

Abstract/Notes: Schools following the Montessori method use individual and small-group teaching methods and hands-on, concrete materials to provide a basis for deep learning of mathematical concepts. Schools with a mostly traditional approach to mathematics teaching mainly use large-group lecture methods with little use of manipulative materials. This study investigated the understanding of place value concepts and abilities of Montessori students by comparing task responses of 93 students in grades 1-3 in a Montessori school (n=47) and in a mostly traditional comparison school (n=46). Data collection included clinical interviews with each student. The theoretical framework used in the study was taken from Zoltan Dienes, a mathematician, who believed that mathematics is learned and created by forming layers of abstract generalizations. Interview tasks were both gathered from the literature and created by the researcher. Procedural tasks included those that asked students to count, to identify the value of digits in a number, and to use the standard addition algorithm for multidigit numbers. Conceptual tasks included those that required students to solve two-digit addition and missing addend questions with and without materials and to solve word problems involving three- and four-digit numbers. Some tasks included large numbers into the thousands because Dienes' framework calls for increasingly abstract generalizations, which for place value means larger and larger numbers.

Language: English

Published: Columbus, Ohio, 2000

Abstract/Notes: Over the years, many studies have been developed on the materials used in teaching. Some research is aimed at presenting sources that allow us to systematically study these elements. With the commercial development of the production of didactic materials, we have been witnessing, since the end of the 19th century, the genesis and growth of manufactures aimed at educational environments. These manufactures generate production and marketing flows that sometimes determine the implementation of pedagogical innovations. On the other hand, the material associated with certain teaching methods has become, over the years, a hallmark of many of these methods. It has been used to disseminate teaching methodologies and has sometimes been presented as a badge. The Montessori Method and its dissemination are a clear example of this type of practice. This work studies the introduction of the Montessori Method in different countries, the establishment of patents and material catalogues. The internationalization of the method and the commercial interests associated with it are the subject of analysis through different sources. / Al llarg dels anys, s’han desenvolupat molts estudis sobre els materials utilitzats a l’ensenyament. Algunes investigacions estan orientades a presentar fonts que ens permetin l’estudi sistemàtic d’aquests elements. Amb el desenvolupament comercial de la producció de materials didàctics assistim, des de finals del segle xix, a la gènesi i el creixement de manufactures destinades als entorns educatius. Aquestes manufactures generen fluxos de producció i comercialització que, de vegades, determinen la posada en marxa d’innovacions pedagògiques. D’altra banda, el material associat a determinats mètodes d’ensenyament s’ha convertit, en diferents moments, en senyal d’identitat de molts d’aquests mètodes. Ha servit per difondre metodologies didàctiques i, a vegades, se’ls ha presentat com a insígnia. El mètode Montessori i la seva difusió constitueixen un exemple clar d’aquest tipus de pràctiques. En aquest treball s’estudia la introducció del mètode Montessori a diferents països, l’establiment de patents i els catàlegs del material. La internacionalització del mètode i els interessos comercials que hi estan associats són objecte d’anàlisi a través de diferents fonts. / Muchos han sido los estudios que, sobre los materiales utilizados en la enseñanza, se han desarrollado a lo largo de los años. Algunas de esas investigaciones están orientadas a presentar fuentes que nos permitan el estudio sistemático de dichos elementos. Con el desarrollo comercial en la producción de materiales didácticos asistimos, desde finales del siglo xix, a la génesis y desarrollo de manufacturas destinadas a los entornos educativos. Dichas manufacturas generan flujos de producción y comercialización que en ocasiones determinan la puesta en marcha de innovaciones pedagógicas. Por otro lado, el material asociado a determinados métodos de enseñanza se ha convertido, a lo largo de los años, en seña de identidad de muchos de ellos. Ha servido para difundir metodologías didácticas y se ha presentado, a veces, como insignia de estos. El método Montessori y su difusión constituyen un claro ejemplo de este tipo de prácticas. A lo largo de este trabajo se estudia la introducción del método Montessori en distintos países, el establecimiento de patentes y el estudio de los catálogos del material. La internacionalización del método y los intereses comerciales asociados al mismo son objeto de análisis a través de distintas fuentes.

Language: Spanish

DOI: 10.2436/e&h.v0i40.150352

ISSN: 2013-9632, 1134-0258

Language: English

ISSN: 1178-6213, 2744-662X

Abstract/Notes: The purpose of this study is to find out the implications for the characteristics of inclusive education in Montessori Elementary Schools in Germany, affecting Korea's inclusive education. The research method was based on the data and information, collected by visiting the Montessori Schools in Germany, along with literature reviews, which is inclusive of data search on the Internet. Two major implications of this study are as follows: First, the most important and basic community spirit and the will to practice of Montessori Elementary Schools are thoroughly imprinted in school authorities, school members, and educational programs in integration education. Second, To realize the essential meaning of inclusive education, the proportion of students with disabilities in each school and class plays an important role. This means that students with disabilities should account for a certain percentage, not the proportion of very small number of students, regardless of schools or classes so as to prevent the isolation or stigma of students with disabilities. This is more effective than any other way in terms of the educational support of teachers. / 본 연구는 독일 몬테소리 초등학교에서의 통합교육 운영 특성을 바탕으로 우리나라 통합교육에 미치는 시사점을 찾아보는데 그 목적이 있다. 이에 연구방법으로는 인터넷 자료검색을 비롯하여 문헌연구와 더불어 독일의 관련 몬테소리학교를 방문하여 수집된 자료와 정보를 바탕으로 하였다. 본 연구를 통하여 도출된 두 가지 주요 시사점은 첫째, 몬테소리 초등학교는 통합교육에 있어서 가장 중요하고 기초적인 공동체 의식과 실천의지가 학교당국과 학교 구성원 및 교육프로그램에 철저하게 각인되어 있다는 점이다. 둘째, 통합교육의 본질적인 의미를 실현하기 위하여 각 학교 및 각 학급에서 장애학생이 차지하는 비율이 매우 중요함을 알 수 있다. 이는 학교차원이든 학급차원이든 장애학생들이 극히 소수가 아니라, 일정 비율을 차지하여야 장애학생의 고립이나 낙인효과를 예방할 수 있고, 교사들의 교육적 지원에서도 더 효과적이라는 것이다. 특히 통합학교나 통합학급에 일정비율의 장애학생 점유율은 통합교육이나 장애인에 대한 인식 개선, 행·재정적 지원, 교육프로그램, 특수교사 및 보조교사의 증원, 장애인 편의시설, 교사 간 협력 수업 등에 있어서 통합교육의 본질적인 목적인 교육 공동체의 실현을 위하여 매우 긍정적이고 실제적인 요소로 작용할 수 있다는 것이다.

Language: Korean

ISSN: 2288-4289

Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.

Language: Japanese

ISSN: 0913-4220

Language: Dutch

Published: Groningen: Gion, 1996