Abstract/Notes: Wherever elementary school students sprout beans, grow sugar crystals from solution, and count the number of robins in their yards, the Handbook exerts its influence. When Mario's American emissary Nancy Rambusch requested more scientific rigor in the training process, as well as other changes, Mario refused, and they parted ways in 1963 (Whitescarver & Cossentino, 2006, p. 4). Since this schism, the Early Childhood science area has not evolved much in AMS or AMI teacher education. In a widely circulated position paper, the National Science Teachers Association stated that "learning science and engineering in the early years can foster children's curiosity and enjoyment in exploring the world and lay the foundation for a progression of science learning in K-12 settings and their entire lives" (NSTA, 2014, p. 1). Adding physical science to the Early Childhood curriculum, as well as introducing engineering and technology, seems especially relevant given that: [The] National Science Foundation's Discovery Research K-12 program has begun to solicit and fund proposals to study science, technology, engineering, and mathematics (STEM) educational programs that support prekindergarten children and those who teach them.

Language: English

ISSN: 1054-0040

Abstract/Notes: This article discusses an approach designed for mathematics educators. Maria Montessori intended this knowledge to be shared with other teachers, increasing the Montessori community's understanding of children's thinking. A group of Montessorians has even tried to formalize this process with a program called Teachers' Research Network. Similarly, the intent is to share mathematics education research and practices. Specifically, the author would like to suggest the use of word problems to help children build a more abstract understanding of addition and subtraction. In mathematics education, researchers are examining how children invent arithmetic operations in a program called Cognitively Guided Instruction (CGI). The author describes the aspects of CGI that are similar to the Montessori tradition. Children use a variety of materials and strategies to solve problems. The role of the teacher is to modify the environment (using a variety of problem types and difficulties) to learn about each child's understanding. By observing how children pursue word problems, the researchers were able to assess what the children understood about operations, looking beyond whether or not they could perform the simple arithmetic calculations. Through quantitative and qualitative analyses, they discovered that children were indeed capable of solving complex word problems, including problems that involved more than one operation, in a variety of ways. The teacher's new understanding of the children's mathematical thinking is then used to vary the types of problems given in order to help children become more abstract thinkers. (Contains 1 table.)

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Language: English

ISSN: 0952-8652

Abstract/Notes: Part 2

Language: English

Language: English

ISSN: 1071-6246

Language: English

Language: English

ISSN: 1071-6246

Language: Italian

ISSN: 0012-3382

Language: English

ISSN: 1071-6246