Language: English

ISSN: 0040-7887

Language: German

Published: Innsbruck, Germany: Studien Verlag, 2009

Edition: 1st ed.

ISBN: 978-3-7065-4721-5 3-7065-4721-X

Series: Initiative neues Lernen

Abstract/Notes: Making math instruction accessible to students can be a challenge, particularly when students have limited English proficiency. This paper explores how teachers can best suit the needs of their non-native English speakers when teaching math. Teacher affect, visuals and translanguaging are used in this study in an attempt to boost student confidence and academic progress. These strategies result in an increase in student confidence and engagement, as measured by a math attitude survey as well as observation data. Centered around a Montessori classroom, this paper shows how aspects of the Montessori philosophy cater to English learners and suggests additional supports that may be beneficial.

Language: English

Published: River Falls, Wisconsin, 2023

Abstract/Notes: One of the best-known quotes in pedagogical literature is Maria Montessoris “Help me to do it myself.” This citation can be applied to many open questions. For example, how to help students working autonomously on cognitively demanding tasks is not only an unanswered question in didactical literature, but there has also been relatively little research done in this area.

Language: English

DOI: 10.1007/s11858-005-0015-3

ISSN: 1863-9704

Language: English

Published: Chicago, Illinois: American Montessori Society, 1963

Abstract/Notes: History is replete with politically and ideologically motivated resistance to change in...

Language: English

ISSN: 0272-8893

Abstract/Notes: Neste artigo, discutimos os fundamentos para o ensino da Matemática na Pedagogia Tradicional e na Pedagogia Nova, marcadamente, a partir das teorias de fronteira de Comenius, Pestalozzi e Montessori. Esta pesquisa é de cunho documental e bibliográfico. Ao final da análise, concluímos que: há uma circulação de ideias entre o pensamento educacional de Comenius, Pestalozzi e Maria Montessori no que diz respeito ao uso de materiais didáticos e que nos métodos por estes pensadores a Matemática está associada às atividades práticas e gradativas. [In this article, we discuss the fundamentals for the teaching of Mathematics in Traditional Pedagogy and New Pedagogy, markedly, based on theories of Comenius, Pestalozzi and Montessori. This research is documental and bibliographic. At the end of the analysis, we conclude that: there is a circulation of ideas between the educational thoughts of Comenius, Pestalozzi and Maria Montessori regarding the use of didactic materials and that in the methods proposed by these thinkers Mathematics is associated with practical and gradual activities.]

Language: English, Portuguese

DOI: 10.1590/0104-4060.64213

ISSN: 0104-4060, 1984-0411

Abstract/Notes: The present call for structured mathematics programmes in preschools continues a trend from the nineteenth century, in which young children’s lack of mathematical knowledge was considered to have a detrimental effect on their individual futures and those of the wider society. In this paper, an investigation of the philosophies behind several early childhood programmes shows that there is a long-standing acceptance that those not living in poverty should make decisions about the education, including the mathematics education, that children who are living in poverty should engage in. Consequently, the philosophies behind these programmes, and with them the advocated mathematics education, contribute to a homogenised view of the child. This fails to recognise the attributes that children and their communities have and situates those living in poverty as being deviant. The strong promotion in this century of structured mathematics education programmes is solidifying this homogenising process in a manner not seen in previous early childhood programmes.

Language: English

DOI: 10.1007/s11858-014-0578-y

ISSN: 1863-9704

Abstract/Notes: The research of mathematics teachers and instructors is still focused on normal students. Students with special needs are often ruled out. In fact, they also need to learn mathematics. Mathematics is a very basic subject and must be mastered by everyone, including students with special needs. This research is intended to apply mathematics learning to autism students by using communication boards as a Montessori apparatus. Communication is chosen because autistic students have a visual learning style. Furthermore, the learning method is done with Montessori because it takes the concept of learning with the environment, in accordance with the main purpose of learning for autism students to be able to live independently and be empowered in the community. The study used the descriptive qualitative method. According to the research results several Montessori apparatuses have been chosen used including visual schedules, visuals to structure the environment, visual scripts, a visual rule reminder, the visual task analysis, and a choice board.

Language: English

DOI: 10.32919/uesit.2019.03.03

ISSN: 2521-1234

Abstract/Notes: This article describes the positive impact of Montessori manipulative materials on four seventh grade students who qualified for academic intervention services because of previous low state test scores in mathematics. This mathematics technique for teaching multi-digit multiplication uses a placemat-sized quilt with different color-coded squares for place value, color-coded bead bars for representing digits, and small numeral tiles in a procedure related to lattice multiplication. The article presents a brief introduction to the Montessori approach to learning, an overview of Montessori mathematics, and an explanation of the Checkerboard for Multiplication with related multiplication manipulatives. Pretest/posttest results of the four students indicated that all increased their understandings of multiplication. The results of an attitude survey showed students improved in enjoyment, perceived knowledge, and confidence in solving multiplication problems. (Contains 19 figures and 5 tables.)

Language: English

ISSN: 1553-9318