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

Language: English

ISSN: 0040-7887

Abstract/Notes: La tesi si propone di analizzare le proposte pedagogiche di Maria Montessori e Rudolf Steiner in relazione alla scuola tradizionale e alla diffusione di tali scuole nel Mondo e in Italia, con particolare focus su Torino. Ripercorrendo il contesto socio-culturale e...

Language: Italian

Published: Torino, Italy, 2019

Abstract/Notes: The Purpose of this study is, to practical application of MONTESSORI education system by comparing degrees of achievement according to age and sex, about offering five MONTESSORI SENSORY MATERIALS which children prefer. And consequently it can be offered as basic data for children of kindergarten of our country at present to appication each educational instrument in proper time according to children's achievements. For this study, randam sample ten 3-year-old boys and girls respectively, who have not any MONTESSORI educational experience at NOLIBANG in Taegu, and at S MONTESSORI KINDERGARTEN ten 4-year-old boys and girls respectively, who have 18 month's MONTESSORI educational experience. Two persons experimented on instruments such as CYLINDER BLOCKS, PINK WOWERS, BROWN STAIRS, COLOR TABLETS, SOUND BOXES which children of the kindergarten preferred, and recorded the results. To ascertain difference between age and sex, respecting achievement degress of MONTESSORI SENSORY MATERIALS, the obtained data was executed MANOVA using SPSS PC+. For verification, WILKS LAMBDA values were estimated and in the case of main effects being reliable, F-TEST and STRUCTURE COEFFICIENTS were measured. Conclusions of this study can be summarized as follows. First, according to age(3,4,5), there is difference in degrees of achievement of MONTESSORI SENSORY MATERIALS. With advancing years, degrees of achievement increase, and children of various age interact with one another, this is younger children observe the older ones and have indirect experience, and afterwards they can experience instruments in proper age. Second, there is not any difference in MONTESSORI SENSORY MATERIALS according to sex distinction. So we can offer SENSORY MATERIALS to children according to application age. Third, there is no disparity of age in sex distinction about achievement degrees of instruments are to be offered in order of age MONTESSORI SENSORY MATERIALS. That regardless of sex distinction. is, there isn't interaction of age and sex, so the instruments are to be offered in order of age regardless of sex distinction.

Language: Korean

ISSN: 1226-2722

Language: English

ISSN: 1354-1498

Abstract/Notes: This article deals with the first twenty years (1911-1934) of the presence of the Montessori Method in France. The reconstruction is based on written evidences and on the main actors’ experiences in the implementation of Maria Montessori’s ideas. This historical outline allows to better recognise the reasons why Montessori’s educative principles were not welcomed in France so warmly as in other European countries. Several initiatives took indeed place, but they remained insubstantial because they were almost always the result of efforts carried by single persons rather than institutions.

Language: French

ISSN: 1971-1093, 1971-1131

Abstract/Notes: The article, an idea-historical contribution to the research on the Montessori pioneers of the early 20th century, takes a micro-historical actor perspective on the Montessori movement, which had a great impact in the inter-war educational debate, through an examination of five central actors from different countries. The focus is on their efforts for the movement, deea's driving forces and how they interpreted the liberation message of Montessorism in very different ways.

Language: Norwegian

ISSN: 0802-7005, 0802-7000

Abstract/Notes: The development of self-care skills in children is a part of the Core curriculum for preschool education. The contents regarding formation of such skills include shaping hygiene practices, goodhabits and developing motor skills. Maria Montessori drew attention to the development of selfcare skills and functional independence. In her concept of preschool child education, Maria Montessori developed practical life activities which were intended to serve the development of specificskills and their application to everyday life. Therefore, the aim of the research was to identify thelevel of self-care skills in 4-year-old children attending selected kindergartens located in MińskMazowiecki and Siedlce. The research was conducted on 200 children from Non-public CreativeActivity Montessori Kindergarten ‘Zameczek’ in Siedlce, Non-public Montessori Kindergarten‘Delfinek’ in Mińsk Mazowiecki and 6 traditional kindergartens — 2 of which were located inMińsk Mazowiecki and 4 located in Siedlce. The obtained research results indicated a varied levelof self-care skills depending on kindergarten the children attended.

Language: Polish

ISSN: 2353-7140, 2353-7159

Language: Swedish

ISSN: 1103-8101

Language: Dutch

ISSN: 0166-588X