Abstract/Notes: This invention relates to a device for teaching young children elementary mathematics. For this purpose I provide a number of strips of paper of varying widths (preferably four such strips) having oii one side numbers and on the other side an adhesive surface. The narrowest strip contains the figure 1 repeated one below the other throughout the strip. The next the figure 10, the next the figure 100, the next the figure 1000 and so on as may be required. Preferably the strips of paper are wound on spools or reels differing only in that their width corresponds to the width of the paper strips. The spools or reels may if desired be threaded upon a common centre-piece. The strips may be all of the same colour or of different colours. By means of such strips it is possible to teach young children quite easily simple addition of two or more numbers by building up tne said numbers by cutting off the requisite pieces of the strips and pasting them on to a book or other surface and adding up the result. Similarly it is possible to teach simple subtraction by teaching the children first to build up the larger number out of pieces of the strips and then to take away pieces corresponding to the smaller number.

Language: English

Date of issue: 1930-06-12

Language: English

ISSN: 0009-4137

Language: German

ISSN: 0944-2537

Abstract/Notes: This study implemented goal setting and self-reflection as self-regulated learning strategies and explored how these affected student work completion and on-task behavior. Students in this environment struggled with self-regulated learning and were observed to not complete work on time and needed redirection to focus on work during the work cycle. The study took place in an upper elementary Montessori environment at a private international school. Thirteen 4th grade students (ages 9-10) participated in the study. During this study, students were given lessons on goal setting and self-reflection and had group discussions about effective goal setting. Students set daily goals for themselves during the study and evaluated their progress at the end of the day. Students met with the guides for pre, mid and post-assessment discussions, where they reflected on their goals and progress. Students were observed twice daily for on and off-task behavior, and follow-up work was checked for completion. Despite the challenges of conducting this study during the COVID-19 pandemic, the results showed that student work completion and on-task behavior increased after students began setting goals. In particular, it proved to be beneficial to students who previously struggled with completing work. Further studies could look into integrating goal setting in a more streamlined manner to increase student engagement and interest.

Language: English

Published: St. Paul, Minnesota, 2022

Abstract/Notes: The purpose of this study was to determine the effects of a mindfulness curriculum and practices on student self-regulation and work completion. The study took place in a large suburban school in western Canada with 19 participants in a grade four, five and six Montessori classroom. The intervention took place over a period of six weeks, during which the researcher led mindfulness lessons using the MindUp curriculum. Additionally, students took part in mindfulness and yoga practices daily and weekly, respectively. Data was collected using student journals, an observational tally, student work cycle folders, and student pre and post surveys. The data shows an increase in mindful and self-regulated behavior as well as improved work completion rates. It is recommended that future studies focus on a broader subject base as well as a more longitudinal period of intervention and data collection.

Language: English

Published: St. Paul, Minnesota, 2020

Language: English

Language: English

ISSN: 1522-9734

Language: English

Language: English

Language: English