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Article
Pelatihan untuk Mengajar Bahasa dan Matematika Berbasis Metode Montessori di Sekolah Dasar [Training for Teaching Language and Mathematics Based on the Montessori Method in Elementary Schools]
Available from: EJOURNAL (Indonesia)
Publication: Jurnal Pengabdian Pada Masyarakat [Journal of Community Service], vol. 6, no. 1
Date: 2021
Pages: 69-77
Asia, Australasia, Indonesia, Southeast Asia, Southeast Asia, Trainings
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Abstract/Notes: An important aspect that determines learning success is the learning method used by the teacher. Teacher prospective teachers should have broad insights related to learning methods. Prospective teachers and teachers need to vary the learning model. Montessori method is one method that follows the natural tendencies of children and teachers need to prepare learning that follows the stages of child development. Based on these thoughts, community service is carried out to help prospective teachers and teachers' insights about the Montessori method. The sequence of community service activities is the training and mentoring of prospective teachers, the implementation of learning by the Montessori method by prospective teachers, evaluation and reflection on the results of implementation, preparation of training materials for elementary school teachers, and the activity ends with the evaluation and training of Montessori methods for elementary teachers. The result of community service is that prospective teachers are happy to have classroom experience and 100% of students are happy because they are involved in innovative learning activities, the Montessori method. In addition, teachers also get experience training in Montessori methods.
Language: Indonesian
ISSN: 2540-8747
Article
Developing Scales Based on Montessori Method as a Learning Media of Mathematics for Primary School
Available from: journalnx
, Erlia Zuliant (Author) , Florentina Widihastrini (Author) , Kurniana Bektiningsih (Author)Publication: JournalNX, vol. 6, no. 10
Date: 2020
Pages: 245-252
Asia, Australasia, Indonesia, Mathematics education, Montessori method of education, Southeast Asia
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Abstract/Notes: This study aims to develop, analyze the feasibility and effectiveness of learning with scales media based on Montessori methods. The type of this study was Research and Development with ADDIE development model Analysis, Design, Development, Implementation, Evaluation. The techniques of data collection employed observation, interview, test, questionnaire, and documents.
Language: English
ISSN: 2581-4230
Article
Differences in Mathematics Scores Between Students Who Receive Traditional Montessori Instruction and Students Who Receive Music Enriched Montessori Instruction
Available from: University of California eScholarship
Publication: Journal for Learning Through the Arts, vol. 3, no. 1
Date: 2007
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Abstract/Notes: While a growing body of research reveals the beneficial effects of music on education performance the value of music in educating the young child is not being recognized. If research of students in the school system indicates that learning through the arts can benefit the ‘whole’ child, that math achievement scores are significantly higher for those students studying music, and if Montessori education produces a more academically accomplished child, then what is the potential for the child when Montessori includes an enriched music curriculum? The decision to support music cannot be made without knowing music’s effect on academic achievement and its contribution to a student’s education. This study was an experimental design using a two-group post-test comparison. A sample of 200 Montessori students aged 3-5 years-old were selected and randomly placed in one of two groups. The experimental treatment was an “in-house” music enriched Montessori program and children participated in 3 half-hour sessions weekly, for 6 months. The instrument used to measure mathematical achievement was the Test of Early Mathematics Ability-3 (Barody & Ginsburg) to determine if the independent variable, music instruction had any effect on students’ math test scores. The results showed that subjects who received music enriched Montessori instruction had significantly higher math scores and when compared by age group, 3 year-old students had higher scores than either the 4 year-old or 5 year-old children. This study shows that an arts-rich curriculum has a significant positive effect on young students academic achievement.This comprehensive research presents developmentally appropriate early education curriculum for children from 2 through 6 years old and addresses some of the most compelling questions about early experience, such as how important music is to early brain development. Contemporary theories and practices of music education including strategies for developing pitch, vocal, rhythmic, instrumental, listening, movement and creative responses in children are presented. It explores the interrelationship of music and academic development in children, and demonstrates how music can enhance and accelerate the learning process. This study combines the best of research and practical knowledge to give teachers the necessary tools to educate tomorrow's musicians. It is essential reading for all students and teachers of young children.
Language: English
DOI: 10.21977/D93110059
ISSN: 1932-7528
Article
The Teaching of Mathematics: A Tragedy [Paper presented at the 12th International Montessori Congress, Bad Godesberg, Germany, August 22-27, 1960]
Available from: Springer Link
Publication: International Review of Education, vol. 7, no. 2
Date: 1961
Pages: 155-162
Conferences, Europe, Germany, International Montessori Congress (12th, Bad Godesberg, Germany, 22-27 August 1960), Western Europe
Article
L'unité des mathématiques [The unity of mathematics / Die Einheit der Mathematik]
Available from: Springer Link
Publication: International Review of Education, vol. 7, no. 2
Date: 1961
Pages: 165-173
Article
Die Idee von Maria Montessoris Materialen im Lichte der Didactik der Mathematik [Montessori Materials and the Teaching of Mathematics]
Available from: Springer Link
Publication: International Review of Education, vol. 7, no. 2
Date: 1961
Pages: 174-186
Article
Why Should Mathematics Seem Difficult, and What Can We Do About It? [Paper presented at the 12th International Montessori Congress, Bad Godesberg, Germany, August 22-27, 1960]
Available from: Springer Link
Publication: International Review of Education, vol. 7, no. 2
Date: 1961
Pages: 187-196
Conferences, Europe, Germany, International Montessori Congress (12th, Bad Godesberg, Germany, 22-27 August 1960), Western Europe
Article
Pedagogical Knowledge for Teaching Mathematics in Montessori Schools
Available from: International Electronic Journal of Mathematics Education
Publication: International Electronic Journal of Mathematics Education, vol. 16, no. 3
Date: Oct 2021
Pages: Article em0646
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Abstract/Notes: Teacher knowledge needed for teaching is widely studied to characterize its key categories. We report findings from a study on teachers’ knowledge for mathematics in the Montessori schools. In Montessori accredited schools, teachers learn to teach mathematics in ways different from the teachers themselves experienced in non-Montessori schools. We ask: What knowledge do teachers learn? and how do they continue to refine this knowledge in teaching in classrooms? We draw from a teacher knowledge framework based on cross-national studies to interpret mixed data from a case study. We aim to inform research on teacher characteristics needed for consistent implementation of instructional reform. Major findings from this study are that for K-6 Montessori teachers to thrive in teaching mathematics in Montessori classrooms, they need teacher knowledge on Montessori materials, on lesson and the presentation of content according to Montessori’s philosophy and pedagogy; as well as on the process of independently understanding concepts to be presented. The findings contribute to further theorizing on teacher knowledge which has implications is designed to teacher training opportunities in three subcategories; namely teaching, learning, and professional competence knowledge.
Language: English
DOI: 10.29333/iejme/11005
ISSN: 1306-3030
Article
Using Mathematics Strategies in Early Childhood Education as a Basis for Culturally Responsive Teaching in India
Available from: Taylor and Francis Online
Publication: International Journal of Early Years Education, vol. 14, no. 1
Date: 2006
Pages: 15-34
Asia, Culturally responsive teaching, India, South Asia
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Abstract/Notes: The objective of this small study was to elicit responses from early childhood teachers in India on mathematics learning strategies and to measure the extent of finger counting technique adopted by the teachers in teaching young children. Specifically, the research focused on the effective ways of teaching mathematics to children in India, and examined teachers’ approach to number counting. In India, children were taught by their parents or by their teachers to use fingers to count. The qualitative study conducted by the researcher further enriched the topic with first‐hand comments by the teachers. Although the finger counting method was not the only process that teachers would adopt, it was embedded in the culture and taken into consideration while infusing mathematics skills. The teachers confirmed adopting the Indian method of finger counting in their teaching strategy; some specified that the method helped children to undertake addition and subtraction of carrying and borrowing, as counting by objects could not be available all the time. Although the study is limited by its small sample to the unique mathematics learning experience in India, it provides readers with a glimpse of culturally responsive teaching methods and an alternative mathematics teaching strategy.
Language: English
DOI: 10.1080/09669760500446374
ISSN: 0966-9760
Article
The Psychology of Mathematics [An address given to the Cambridge Education Society at Trinity College, on October 16, 1935]
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1971, no. 3
Date: 1971
Pages: 5-7
England, Europe, Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings, Mathematics education, Northern Europe, United Kingdom
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Abstract/Notes: Address delivered on the occasion of the publication of the Spanish edition of Psicoaritmetica and Psicogeometria. (per Grazzini, Algebra, p. 93.) The Psychology of Mathematics An address given to the Cambridge Education Society at Trinity College (Cambridge, England), October 16, 1935. Also publshed in Montessori Notes, v2 n15 167-168 November
Language: English
ISSN: 0519-0959