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Article
Pembelajaran Matematika di TK GMIM 236 Liandok: Pembelajaran Matematika [Learning Mathematics in Kindergarten GMIM 236 Liandok: Learning Mathematics]
Available from: Institut Agama Kristen Negeri Manado (Indonesia)
Publication: Montessori Jurnal Pendidikan Kristen Anak Usia Dini, vol. 3, no. 1
Date: 2022
Pages: 35-42
Asia, Australasia, Indonesia, Southeast Asia
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Abstract/Notes: Penelitian ini bertujuan untuk mendeskripsikan Pembelajaran matematika di TK GMIM 236 Liandok, Kecamatan Tenga, Kabupaten Minahasa Selatan, Sulawesi Utara. Ada 3 hal utama yang diangkat dalam penelitian ini yaitu pembelajran matematika, pembelajaran matematika AUD, metode yang digunakan guru dalam pengajaran matematika. Penelitan ini menggunakan jenis pendekatan kualitatif. Prosedur pengumpulan data yang digunakan yaitu wawancara dan dokumentasi . Sumber-sumber data dari penelitian ini yaitu Kepala Sekolah serta guru bantu di TK GMIM 236 Liandok. Hasil penelitian menunjukka proses pembelajaran di sekolah tersebut terlebih khusus dalam pengenalan matematika sudah terealisasi karena pembelajarannya sudah memperhatikan konsep serta usia dari peserta didiknya. Adapun pengajarkan matematika selama dilaksankannya pembelajaran di sekolah tersebut dilakukan dengan cara anak sambil bermain dengan anak lainnya dan membuat permainan sederhana dari barang-barang bekas dilingkungan sekitar. Kata Kunci : Pembelajaran, matematika, Anak usia dini. Abstract Penelitian ini bertujuan untuk mendeskripsikan pembelajaran matematika di TK GMIM 236 Liandok, Kecamatan Tenga, Kabupaten Minahasa Selatan, Sulawesi Utara. Ada 3 hal pokok yang diangkat dalam penelitian ini yaitu pembelajaran matematika, pembelajaran matematika AUD, metode yang digunakan guru dalam pembelajaran matematika. Penelitian ini menggunakan pendekatan kualitatif. Prosedur pengumpulan data yang digunakan adalah wawancara dan dokumentasi. Sumber data dari penelitian ini adalah kepala sekolah dan guru pendamping di TK GMIM 236 Liandok. Hasil penelitian menunjukkan bahwa proses pembelajaran di sekolah khususnya dalam pengenalan matematika telah terwujud karena pembelajaran telah memperhitungkan konsep dan usia siswa.
Language: Indonesian
DOI: 10.51667/mjpkaud.v3i1.952
ISSN: 2798-6195
Article
Differences in Mathematical Understanding Between Brain-Based and Montessori Learning Viewed from Self-Regulated Learning
Available from: STKIP Kusuma Negara
Publication: Proceeding of International Conference on Education, vol. 2
Date: 2024
Pages: 130-135
Mathematics education, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: This study aims to know: (1) the difference in students’ mathematical understanding (SMU) between Brain Based Learning (BBL) and Montessori learning; (2) the difference in students’ Self-Regulated Learning (SRL) between Brain Based Learning (BBL) and Montessori learning; and (3) the difference in SMU between BBL and Montessori learning in each category of SRL. This quasi-experimental research applies a quantitative approach with a posttest only control group design. The selection of research samples was carried out using purpose sampling. The results of this study are: (1) there is no difference in understanding of mathematics between students who are taught with the BBL model or with the Montessori method; (2) there are no differences in SRL between learning classes; (3) there is no significant difference in SRL between categories in BBL and Montessori classes.
Language: English
ISSN: 2964-7479
Book Section
The Importance of Activity-based Learning for Mastering Mathematical Tasks during Distance Learning in Austria
Available from: IntechOpen
Book Title: STEM Education - Recent Trends and New Advances
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Abstract/Notes: The conversion of teaching to distance learning was a major challenge for all those involved in education. For elementary school-aged students, in particular, the transition was enormous, especially in mathematics. A research project in Austria investigated which features of activity-based, tools-supported mathematics instruction were helpful for mastering mathematical tasks during distance learning. The results of the research project show that action-oriented, tools-supported teaching, in which Maria Montessori’s didactic mathematics tools were used, was helpful for mastering mathematical tasks during the time of distance learning. By working with tools, the students were able to build up inner images of mathematical content and contexts. These inner images favored the process of abstraction, and they could fall back on these ideas during the time of distance learning.
Language: English
Published: London, England: IntechOpen, 2023
ISBN: 978-1-83769-256-9
Master's Thesis (Action Research Report)
The Effects of Teacher-Centered Coaching on Whole-Class Transitions in a Montessori Lower Elementary Classroom
Available from: St. Catherine University
Action research, Lower elementary, Montessori method of education
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Abstract/Notes: The purpose of this action research project was to explore what effects one-on-one coaching would have on whole class transition times. The transitions in question were in a class of first through third graders moving from the period of class-time consisting of individual or small-group work choices to the whole class gathering in order to move on to the next activity, such as circle time in preparation for lining up to head to another part of the school building for Specials classes or lunch or to recess. Mostly this consisted of cleaning up the classroom and gathering as a whole group at circle time. Individually coaching the teacher in implementing specific techniques from No-Nonsense Nurturing® (NNN) online training platform could affect the quality and length of time of identified whole class transitions. Coaching techniques consisted of one-on-one meetings between coach and teacher for identifying through observation, learning through online training and coaching conversations, and planning improvements with the coach as partner. The data collection utilized pre- and postintervention questionnaires, daily time tracker tally sheets, daily phrase tracker tally sheets, and weekly discussion questionnaires. Participation in the coaching cycle was found to improve the teacher’s understanding of NNN as a tool to increase the teacher-student relationships. This, in turn, increases efficiency in whole-class transition times.
Language: English
Published: St. Paul, Minnesota, 2020
Article
Family-Centered Childcare
Publication: Montessori Life, vol. 4, no. 4
Date: 1992
Pages: 26–29
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Language: English
ISSN: 1054-0040
Article
Montessori Explained: Learner-Centered Classrooms
Publication: Montessori NewZ, vol. 10
Date: Jun 1998
Pages: 4
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Language: English
Article
Philosophically-Based Alternatives in Education: An Exploration of Learner-Centered, Progressive, and Holistic Education
Publication: Encounter: Education for Meaning and Social Justice, vol. 17, no. 1
Date: 2004
Pages: 17-27
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Abstract/Notes: Based on a database of over 500 resources, this paper explores the educational alternatives that exist today between the cracks of mainstream education and culture. It presents information about the growing numbers of schools and education centers that call themselves learner-centered, progressive, and/or holistic. Sources of data for this summary report also include over 3 years of informal interviews with and observations of people at alternative schools. The paper begins by examining terminology issues, discussing qualities for distinguishing educational alternatives, and describing eight types of schools (democratic and free schools, folk education, Quaker schools, homeschooling/unschooling/deschooling, Krishnamurti schools, Montessori schools, open schools, and Waldorf schools). It also presents frameworks for education (maps for understanding the territories of alternatives), and it discusses the three orientations of a competency based education: transaction (progressive), self-directed (learner-centered), and transformation (holistic). After looking at political issues around school choice which could impact the growth of the various philosophical alternatives, the paper concludes that in a society where issues of pluralism and diversity are valued as part of creating a more sustainable world and just democracy, the diversity of philosophical perspectives in education needs to be acknowledged. (Contains 41 references.) (SM)
Language: English
ISSN: 1094-3838, 2158-8414
Article
The Standards Movement: A Child-Centered Response
Available from: ProQuest
Publication: Montessori Life, vol. 15, no. 3
Date: Summer 2003
Pages: 8–13
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Language: English
ISSN: 1054-0040
Article
Caring for People with Dementia in Residential Aged Care: Successes with a Composite Person-Centered Care Model Featuring Montessori-based Activities
Available from: ScienceDirect
Publication: Geriatric Nursing, vol. 36, no. 2
Date: 2015
Pages: 106-110
Alzheimer's disease, Dementia, Gerontology, Montessori method of education, Montessori therapy, Montessori-Based Dementia Programming (MBDP), Montessori-based interventions (MBI)
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Abstract/Notes: Person-centered models of dementia care commonly merge aspects of existing models with additional influences from published and unpublished evidence and existing government policy. This study reports on the development and evaluation of one such composite model of person-centered dementia care, the ABLE model. The model was based on building the capacity and ability of residents living with dementia, using environmental changes, staff education and organizational and community engagement. Montessori principles were also used. The evaluation of the model employed mixed methods. Significant behavior changes were evident among residents of the dementia care Unit after the model was introduced, as were reductions in anti-psychotic and sedative medication. Staff reported increased knowledge about meeting the needs of people with dementia, and experienced organizational culture change that supported the ABLE model of care. Families were very satisfied with the changes.
Language: English
DOI: 10.1016/j.gerinurse.2014.11.003
ISSN: 0197-4572
Article
Preserving the Ideal of Child-Centered Education
Publication: Public School Montessorian, vol. 15, no. 1
Date: Fall 2002
Pages: 2, 15
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Language: English
ISSN: 1071-6246