Abstract/Notes: The purpose of this qualitative study was to identify the benefits that math manipulatives offer in Montessori and traditional environments in order to highlight the strengths of each setting and learn from each other. Both traditional and Montessori teachers were interviewed using a narrative inquiry framework to gather information about their use of math manipulatives in their classrooms. This process brought attention to areas of need and the impact of manipulatives on student learning. Based on the research and the interview data, math manipulatives are beneficial in the Montessori setting. The Montessori math manipulatives allow the child to go from concrete to abstract, they are color-coded, repetitive across grade levels, and presented to the child based on their stage of development. A pictorial inventory of the elementary math manipulatives and their purpose is included in Appendix A. The data showed evidence suggesting there are critical needs that would improve student learning in mathematics. The results proved that we, as Montessorians, need to make more connections between the language and the manipulatives to check for understanding of concepts and standards; we need to be intentional when using observation as a tool to collect data; we need do more regular assessments, and finally, we need to supplement traditional materials where there are manipulatives missing in the Montessori math curriculum. This study provides initial evidence that there are clear benefits of using math manipulatives in the Montessori setting, but there are also changes that need to be addressed to improve our teaching practices which would help our students develop their mathematical mind and mathematical learning.

Language: English

Published: River Falls, Wisconsin, 2021

Runtime: 17 min.

Language: English

Published: Cleveland, Ohio, n.d.

Language: English

ISSN: 0519-0959

Language: English

ISSN: 0519-0959

Language: English

Abstract/Notes: 2009 conference in Virginia

Language: English

Abstract/Notes: The purpose of this study was to investigate the relationship between self-concept and perceived levels of stress in the teaching profession at the elementary school level. The subjects of the study were teachers from two communities--Romulus, Michigan and Buffalo, New York. The subjects were chosen by the schools in which they taught and by the methods of teaching which they used. One-half of the total number of the subjects used traditional methods of teaching and one-half of the total number of the subjects used the Montessori Method of teaching. The responses of these teachers were gathered during the 1981 winter school term. The instruments used to gather the data for the study were the Tennessee Self Concept Scale, the Maslach Burnout Inventory, and a personal data questionnaire. The levels of self-concept of the subjects were taken as indicated by the means of the total positive scores of the Tennessee Self Concept Scale. The levels of the subjects' perceived stress were taken as indicated by the means from the Maslach Burnout Inventory in the areas of emotional exhaustion, depersonalization, and personal achievement. Pearson product-moment correlations were found to determine if a significant relationship existed between self-concept and the perceived stress of the subjects. Demographic data from the questionnaire were used to divide the subjects into categories which were investigated for significant differences. One way analyses of variance were performed of the self-concept and stress means of the categories to determine if significant differences existed. Statistical significance was chosen at the 0.05 alpha level. For the thirteen null hypotheses formulated and tested, it was concluded that the subjects indicating higher self-concept means, as measured by the Tennessee Self-Concept Scale, also indicated lower stress means, as indicated on the Maslach Burnout Inventory, in the areas of emotional exhaustion and depersonalization, and higher means in the area of personal achievement. Null hypotheses formulated indicating no significant differences of stress or self-concept when the subjects were categorized by teaching methods, years of formal education, number of years of teaching experience, classroom racial dominance, number of students in the classroom, or marital status were all accepted. No significant differences were found at the 0.05 alpha level. The subjects of this study were shown to be similar in life style, education, and work environments. Further studies might bring to light differences if more varied teachers, teaching methods, and levels of education were taken into consideration. Replication of the study may also provide valuable information if performed with subjects from independent schools. A search for areas which the teachers feel are stress producing may also contribute to significant research.

Language: English

Published: Columbus, Ohio, 1981

Abstract/Notes: The problem of this study was to determine if there is a significant difference between the academic achievement scores of students in grades 2 through 5 who are taught with the Montessori method of instruction and those students who are taught with traditional methods of instruction in the Helena Public Schools. Analyses used a two-way ANOVA; method and gender as well as method and aptitude were examined. The level of significance was set at alpha =.05. A matching technique was used to match Montessori students with students from traditional classrooms by the independent variables of grade, aptitude, gender, socioeconomic conditions, and handicapping conditions. The study also examined if there was a significant difference between the aptitude of all students in Montessori classrooms and all students in traditional classrooms. The population studied was second, third, fourth, and fifth grade students during the spring of 1996. A total of 120 students was used in the study of academic achievement. There were 145 F-tests conducted in this study. At the second grade level, students from traditional classrooms scored significantly higher than students in Montessori classrooms in mathematics computation and mathematics concepts and applications. Also at the second grade, when aptitude was taken into consideration, Montessori low aptitude students scored significantly higher in vocabulary than low aptitude students in traditional classrooms. There were no significant findings in any of the subtests at the third and fourth grade levels. At the fifth grade level, Montessori students scored significantly higher in language expression and social studies. Interaction was found with aptitude in language expression and with gender in science. A comparison of the aptitude of all Montessori students to all students from traditional classrooms revealed that Montessori students scored significantly higher. The overall results of this study show that the Montessori method of instruction and the traditional method of instruction provide students with comparable achievement test scores. A longitudinal study is recommended to examine the long-term effects of academic achievement of those students taught by the Montessori method of instruction.

Language: English

Published: Bozeman, Montana, 1997

Language: English

Abstract/Notes: The purpose of this action research was to determine the effects of trauma-informed strategies on self-regulation and sense of belonging in elementary students. The research took place over a six-week period in an upper elementary classroom in a public Montessori school in the MidAtlantic. The population included 20 students ages 9-11. The intervention utilized traumainformed strategies such as mindfulness, yoga, community building, a calm box, and solo time. Data was collected through daily observations, a daily log, pre- and post-intervention questionnaires, and student journals. The repertoire of interventions proved to be beneficial in positively affecting self-regulation among students. Some positive effects were seen on student sense of belonging, particularly in terms of teacher-student relationships, laying the groundwork for continued growth in this area. The success in establishing positive connections and building self-regulation points to the usefulness of this research as initial steps in applying traumainformed strategies in the classroom. Continued research is needed to determine the effectiveness of further applications of trauma-informed strategies in additional domains, such as academic achievement, social-emotional learning, agency and empowerment, and restorative discipline.

Language: English

Published: St. Paul, Minnesota, 2019