For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Article
Planting the Seeds of Knowledge
Publication: Montessori International, vol. 75
Date: Apr 2005
Pages: 7
See More
Language: English
ISSN: 1470-8647
Article
Everyone Knows: Common Knowledge, Institutional Reform and Preschool
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 3, no. 1
Date: Fall 1990
Pages: 6
See More
Language: English
ISSN: 1071-6246
Article
What Terms Should We Use? The Teacher's Responsibility to Acknowledge Changes in Scientific Thinking
Publication: Public School Montessorian, vol. 15, no. 3
Date: Spring 2003
Pages: 24-25
See More
Language: English
ISSN: 1071-6246
Article
Effects of Perceptually Rich Manipulatives on Preschoolers' Counting Performance: Established Knowledge Counts
Available from: JSTOR
Publication: Child Development, vol. 84, no. 3
Date: 2013
Pages: 1020-1033
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
See More
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
Application of Knowledge Based Systems for Child Performance Analysis in an Online Montessori Management System
Available from: Insight Society
Publication: International Journal on Advanced Science, Engineering and Information Technology, vol. 2, no. 6
Date: 2012
Pages: 25-31
See More
Abstract/Notes: This paper focuses on the application of knowledge based systems for child performance analysis in an online Montessori module. Using knowledge based techniques, the system generates an automatic analysis based on the teacher's answers to a variety of questions about a child's performance of a specific Montessori activity. The questions were created through a study of the criteria used to assess the level of a child's performance and achievement. This prototype is designed as a proof-of-concept, to show how the knowledge base technique could be applied. To design the prototype, we conducted literature reviews on the delivery of Montessori methods and the knowledge base technique, and compared rule -based and case -based reasoning. We selected rule-based reasoning for the concept prototype since it is suitable for Montessori activities which are well defined and easy to acquire.
Language: English
ISSN: 2088-5334
Article
Longitudinal Comparison of Montessori versus Non-Montessori Students’ Place-Value and Arithmetic Knowledge
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 2, no. 1
Date: 2016
Pages: 1-15
Americas, Comparative education, Mathematics education, Montessori method of education - Evaluation, North America, United States of America
See More
Abstract/Notes: Base-10 and place value understanding are important foundational math concepts that are associated with higher use of decomposition strategies and higher accuracy on addition problems (Laski, Ermakova, & Vasilyeva, 2014; Fuson, 1990; Fuson & Briars, 1990; National Research Council, 2001). The current study examined base-10 knowledge, place value, and arithmetic accuracy and strategy use for children in early elementary school from Montessori and non-Montessori schools. Children (N = 150) were initially tested in either kindergarten or first grade. We followed up with a subgroup of the sample (N = 53) two years later when the children were in 2nd and 3rd grade. Although Montessori curriculum puts a large emphasis on the base-10 structure of number, we found that children from Montessori schools only showed an advantage on correct use of base-10 canonical representation in kindergarten but not in first grade. Moreover, there were no program differences in place value understanding in 2nd and 3rd grade. Although Montessori children used different strategies to obtain answers to addition problems in 2nd and 3rd grade as compared with non-Montessori children, there were no program differences in addition accuracy at any grade level. Educational implications are discussed.
Language: English
ISSN: 2378-3923
Article
Knowledge
Publication: Montessori Observer, vol. 11, no. 3
Date: May 1990
Pages: 2-4
See More
Language: English
ISSN: 0889-5643
Article
Peer Interactions During Storybook Reading on Children’s Knowledge Construction: An Experimental Study on K2 and K3 Children
Available from: Frontiers in Education
Publication: Frontiers in Education - Educational Psychology, vol. 9
Date: 2024
See More
Abstract/Notes: This study explored the effects of peer interactions on kindergarten children’s construction of conservation and conflict resolution knowledge during storybook reading. Previous studies have identified that peer interactions can support the meaning-making processes of children in social relationships and problem-solving, but little is known about whether the interaction with mixed-age or more competent peers is more important in supporting knowledge construction. Sixty-four younger children in K2 and older children in K3 with similar socioeconomic backgrounds were recruited from a Montessori kindergarten in Kunming, China. An experimental design was applied to explore age group and conserver dominance effects on conservation and conflict resolution. Children were assigned randomly to eight groups in three 30-to-40-minute intervention sessions. Each session had a different theme for the children to learn about conservation and conflict resolution concepts and a hands-on activity to practice and discuss. ANOVAs were performed to test group effects, while multiple regression analyses were conducted to explore individual variations in age and pre-test scores in predicting post-test scores. Conservation knowledge was significantly better among children who differed in age groups in the post-test, but differences were not found in conflict resolution knowledge. Groups balanced with equal conservers and non-conservers improved the best, suggesting that peer social interactions can facilitate conservation and conflict resolution construction. These results provide new insights for early childhood educators to support peer interactions and children’s development. Implications, limitations, and future research are discussed.
Language: English
DOI: 10.3389/feduc.2024.1253782
ISSN: 2504-284X
Article
Embedding Aboriginal Perspectives and Knowledge in the Biology Curriculum: The Little Porky
Available from: Cambridge University Press
Publication: The Australian Journal of Indigenous Education, vol. 47, no. 2
Date: 2018
Pages: 158-170
Action research, Australasia, Australia, Australia and New Zealand, Biology education, Indigenous communities, Indigenous peoples, Oceania
See More
Abstract/Notes: This paper reports on an Action Research project that investigated the integration of Aboriginal and Western knowledge into science learning in a Montessori classroom in regional Queensland, Australia. Drawing on the local knowledge of fauna of community members, the study explored the teaching of science to 12-year 8–9 students in an Aboriginal independent high school in Queensland. The overall study covered 83 lessons that included an initial Short-beaked echidna study. It applied thematic analysis to data to explore the effect of this integrated approach on students’ pride in heritage, cultural knowledge, learning and the Linnaean zoology taxonomy. Results revealed that the contextualisation of Aboriginal and Western science knowledge strengthened students’ Aboriginal personal identity as well as identities as science learners and status of local Aboriginal knowledge.
Language: English
DOI: 10.1017/jie.2017.12
ISSN: 1326-0111, 2049-7784