Relevant bibliographies by topics / Montessori math

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Montessori math'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Montessori math"

1

Basargekar, Abha, and Angeline S. Lillard. "Math achievement outcomes associated with Montessori education." Early Child Development and Care 191, no. 7-8 (2021): 1207–18. http://dx.doi.org/10.1080/03004430.2020.1860955.

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Lillard, Angeline S., and Megan J. Heise. "An Intervention Study: Removing Supplemented Materials from Montessori Classrooms Associated with Better Child Outcomes." Journal of Montessori Research 2, no. 1 (2016): 16. http://dx.doi.org/10.17161/jomr.v2i1.5678.

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Montessori classrooms vary a good deal in implementation, and one way in which implementation differs is the provision of materials. Specifically, some classrooms use only Montessori materials, whereas others supplement the Montessori materials with commercially available materials like puzzles and games. A prior study suggested this might be a reason for observed differences across studies and classrooms (Author, 2012) but an intervention study is the best test. The present study presents such an intervention with 52 children in 3 Montessori classrooms with Supplementary materials. All children were given 6 pretests, and non-Montessori materials were removed from 2 of the classrooms. Four months later, children were retested to see how much they changed across that period. Children in the classrooms from which the non-Montessori materials were removed advanced significantly more in early reading and executive function, and to some degree advanced more in early math. There were no differences across the classroom types in amount of change on the tests of vocabulary, social knowledge, or social skills.
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Ismawati, Putri, and Ike Wahyu Ningtias. "Pengaruh APE Montessori Manich Math terhadap Kemampuan Berhitung Kelompok A Di RA Brudu Sumobito Jombang." Al-Hikmah : Indonesian Journal of Early Childhood Islamic Education 3, no. 1 (2019): 49–69. http://dx.doi.org/10.35896/ijecie.v3i1.48.

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The objective to be achieved in this study was to determine the effect of APE Montessori Manic Math on the numeracy ability of group A RA Al Khodijah Brudu Sumobito Jombang, The research method used in the purpose of this study in the Quantitative method with the type of research being Experimental Research, population and sample of 27 children, the research instrument in the form of a checklist in order determine to fint out the numeracy ability of group A in RA Al Khodijah through APE Montessori Manic Math and documentation in the formof photos of children during the learning process, while assessment instrument uses ratting scale which is used for raw data in the form of numbers and more flexible to measure the kegia process.tan in a learning with observation method then the collected data is calculated as the total value. Data analysis techniques used are non parametric statistical analysis techniques using t-test for small correlated samples. The value of Z = -4.324 and the Asymp value Sig (tailed) 0, and Sig (2-tailed) smaller than 0.01 then Ha is accepted, it means there is a very significant influence so concluded there is a very significant effect of APE Montessori Manic Math on the ability to count group A in RA Al Khodijah Brudu Sumobito Jombang.
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Laski, Elida V., Marina Vasilyeva, and Joanna Schiffman. "Longitudinal Comparison of Montessori versus Non-Montessori Students’ Place-Value and Arithmetic Knowledge." Journal of Montessori Research 2, no. 1 (2016): 1. http://dx.doi.org/10.17161/jomr.v2i1.5677.

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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.
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Julia Selva Sundari S. "Montessori Language Arts – The Excellence Path to Early Childhood Language Development." International Journal of Curriculum Development and Learning Measurement 1, no. 1 (2020): 40–61. http://dx.doi.org/10.4018/ijcdlm.2020010105.

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This article offers a quick read on Montessori pedagogy. It is to help formulate a successful method and practical learning. English language teaching (ELT) has numerous methods. They are rich in knowledge and theory but, practically not all methods come handy for successfully learning a new language. The success of learning a language is in its effective communication. Here, the term communication does not correspond to the skill element but to the effective and precise delivery of the conceived idea. Language cannot be learned as we learn math, science, and technology, it has to be experienced and acquired. We do not need a goal but an active process. As Einstein to science so is Maria Montessori to language arts. Her method has been appreciated but has carried limited relevance in the world of language arts — many associate the Montessori method to play way method. A deep understanding of the Montessori method of language teaching offers innumerable opportunities to construct a successful working model to teach second language learners.
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Susilawati, Susilawati. "Metode Montessori Berbantu Alat Peraga Matematika Berbahan Limbah Karet Spons untuk Mengembangkan Partisipasi Aktif Siswa SD [Montessori Method Assisted Math Tools Made from Rubber Sponge Waste for Developing Elementary Students Active Participation]." PEDAGOGIA: Jurnal Pendidikan 8, no. 1 (2019): 85. http://dx.doi.org/10.21070/pedagogia.v8i1.1794.

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The purpose of this study is to determine the implementation of Montessori learning methods based on mathematical props made from sponge rubber waste in developing active participation of fifth grade elementary school students. This study uses descriptive qualitative research methods using instruments in form of observation sheets, interview sheets, questionnaire sheets, and documentation. The collected data is analyzed by triangulation. The results showed that Montessori learning based on mathematics teaching aids made from sponge rubber waste can develop active participation of fifth grade students. Active participation of fifth grade students looks better when teachers apply Montessori learning method. This can be seen from the increase in the average value of students' active participation at each meeting. At the first meeting the average value of active student participation was 66.67, the second meeting was 73.91 and the third meeting was 81.52. This study recommends implement the learning methods needed with interesting tools, so that it can increase students’ active participation.
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Katie Brown and Chance W. Lewis. "A Comparison of Reading and Math Achievement for African American Third Grade Students in Montessori and Other Magnet Schools." Journal of Negro Education 86, no. 4 (2017): 439. http://dx.doi.org/10.7709/jnegroeducation.86.4.0439.

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8

Kai Jian, Chong, and Widi Syahtia Pane. "Teacher's Challenges in Teaching English to Young Learner using Montessori Method." Borneo Educational Journal (Borju) 2, no. 1 (2020): 1–13. http://dx.doi.org/10.24903/bej.v2i1.621.

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Montessori Method is rarely used in Indonesia, especially Samarinda, and schools that apply this method are still relatively few. Teachers who choose this method and teach in schools that use this method are ready to face the challenges based on Pertiwi et al. (2020) when teaching children to learn English using a specific Method. This article reports a qualitative study that figures out the Teacher's challenges in teaching English for young learners around 5-6 years old using Montessori Method to "Follow the child" and use the English Language as their instruction language. Two kindergarten English teachers in Nido Montessori School participated in this study, and data were collected through interview-based on case study design.
 This study indicated that teachers face several challenges when teaching English to young learners using the Montessori Method. Children who lack the English Language create limited communication between teachers and children because children can express what they need using the Language. Children with different characteristics challenges teachers focus on each of them and follow all of their need. Teaching English to the young learner using Montessori Method sometimes does not match the teaching topic or lesson, and this challenging Teacher to quickly use another teaching technique to make all the children able to follow the lesson.
 In conclusion, teaching English to young learners using a specific method (Montessori Method) will challenge the English Teacher.
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9

Khoirunisa, Siti. "Upaya Peningkatan Hasil Belajar Materi Perkalian dengan Penggunaan Alat Peraga Montessori." Ibtida’i : Jurnal Kependidikan Dasar 5, no. 02 (2018): 249. http://dx.doi.org/10.32678/ibtidai.v5i02.1390.

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Tujuan penelitian ini adalah: 1) Gambaran aktivitas siswa dan guru selama proses pembelajaran matematika menggunakan alat peraga montessori, dan 2) Hasil belajar siswa setelah memperoleh pembelajaran dengan menggunakan alat peraga montessori. Penelitian ini menggunakan metode Penelitian Tindakan kelas (PTK) yang dilakukan dalam II siklus. Hasil penelitian ini menunjukkan adanya peningkatan aktivitas saat proses pembelajaran dan prestasi belajar siswa. Hal ini dapat dilihat dari peningkatan aktivitas siswa dan guru saat proses pembelajaran, yaitu: 1) Pada pra-siklus aktivitas siswa mencapai 50%, siklus I sebesar 83% dan siklus II sebesar 92%, dan pada pra-siklus aktivitas guru mencapai 68%, siklus I sebesar 84%, dan siklus II sebesar 94%. 2) Hasil belajar matematika memperoleh persentase ketuntasan pada tahap pra-siklus sebesar 33%, pada siklus 1 nilai rata-rata yang diperoleh adalah sebesar 79.16 dan memperoleh ketuntasan sebesar 83%, dan pada siklus II nilai rata-rata yang diperoleh adalah 85.83 dan memperoleh ketuntasan sebesar 100%. Perolehan nilai tersebut menunjukkan bahwa penerapan alat peraga montessori pada mata pelajaran matematika dapat meningkatkan hasil belajar di kelas II MIS At- Thahiriyah Cirogol.
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Silaban, Patri Janson. "MENINGKATKAN MOTIVASI DAN KEMAMPUAN PEMAHAMAN MATEMATIS SISWA MELALUI ALAT PERAGA MONTESSORI PADA MATA PELAJARAN MATEMATIKA KELAS IV SD ASSISI MEDAN." ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED 7, no. 4 (2017): 502–11. http://dx.doi.org/10.24114/esjpgsd.v7i4.10318.

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Dissertations / Theses on the topic "Montessori math"

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Kofa, Linda. "Elementary Teachers' Perceptions of Mathematics Instruction in Montessori and Traditional Classrooms." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4645.

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Abstract Students in grades 3 and 4 attending a traditional public elementary school in a northeastern state did not meet proficiency levels in mathematics as measured by the state's assessment system. Published reports indicated that students attending the Montessori programs were more proficient in solving math problems compared to students in traditional schools. However, researchers had not compared Montessori and traditional teachers' perceptions of teaching elementary mathematics. The purpose of this qualitative case study was to explore the perceptions of traditional and Montessori teachers regarding teaching basic problem solving skills in mathematics. Koehler and Grouws' model provided the theoretical framework. Data collection included semistructured interviews with 6 traditional and 4 Montessori elementary teachers, field notes, and journaling. Data were analyzed using a coding scheme that incorporated the theoretical model's categories. Findings indicated that both groups of teachers reported that concrete (manipulatives) to abstract (pen and paper) learning was an effective approach to teaching basic math concepts and problem-solving skills. Social change will be realized when struggling elementary students in both Montessori and traditional settings begin to meet proficiency levels in mathematics and benefit from instruction that balances concrete and abstract learning skills. As such, students will be able to explore, develop, and become more actively engaged in learning math and problem solving in all elementary grades. The project deliverable, a position paper supporting the principal theme of concrete to abstract learning, may be used to promote effective instructional practices in mathematics, hence, positive social change.
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Brown, Katherine Elizabeth. "Evaluating the effectiveness of Montessori reading and math instruction for third grade African American students in urban elementary schools." Thesis, The University of North Carolina at Charlotte, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10111911.

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<p> Improving academic achievement for students of color has long been the subject of debate among advocates of education reform (Anyon, 2013; Breitborde &amp; Swiniarski, 2006; Payne, 2008). Some scholars have advocated for the Montessori method as an alternative educational approach to address some chronic problems in public education (Lillard, 2005; Murray, 2011, 2015; Torrance, 2012). Montessori programs are expanding in public schools (National Center for Montessori in the Public Sector, 2014c) at a time when the American public school population is more racially diverse than ever before (Maxwell, 2014). A review of the literature reflects a lack of consensus about the efficacy of Montessori elementary instruction for students of color in general, and lack of attention to outcomes for African American students specifically (Dawson, 1987; Dohrmann, Nishisda, Gartner, Lipsky, &amp; Grimm, 2007; Lopata, Wallace, &amp; Finn, 2005; Mallet &amp; Schroeder, 2015). The purpose of this study is to evaluate the effectiveness of reading and math instruction for third grade African American students in public Montessori, traditional, and other school choice settings, using end-of-grade standardized test scores from a large, urban district in North Carolina. Stratified sampling was used to select demographically similar traditional and magnet schools for comparison. Group mean reading and math test scores were compared using factorial MANCOVA and MANOVA procedures. African American students at grade three were found to perform at significantly higher levels in both reading and math in public Montessori schools than in traditional schools. No statistically significant difference was found in math achievement between African American third grade students in public Montessori and other magnet programs, although the Montessori group did achieve at significantly higher levels in reading. This suggests that the Montessori method can be an effective pedagogy for African American students, particularly in reading. Based on these results, recommendations are provided for policy, practice, and future research.</p>
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Books on the topic "Montessori math"

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Math works: Montessori math and the developing brain. Parent Child Press, 2008.

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2

Hartmann, Elvira, and Werner Meininger. Mathe begreifen mit Montessori : Das kleine Einmaleins: Mit Kopiervorlagen auch als Download. Beltz GmbH, Julius, 2016.

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Gerber, Gabriele. Mathe begreifen mit Montessori : Der Zahlenraum 0 bis 10: Mit Kopiervorlagen auch als Download. Beltz GmbH, Julius, 2017.

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Book chapters on the topic "Montessori math"

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Lino, Dalila Maria, and Cristina Parente. "Play and Learning in Early Childhood Education." In Advances in Early Childhood and K-12 Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5167-6.ch010.

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The key role of toys and play in early years education has been highlighted by several childhood pedagogues such as Froebel, Montessori, Weikart, and Malaguzzi, among many others. It is consensual among the international educational community that children now spend far more time being instructed and tested in literacy and math than they do learning through play and exploration exercising their bodies and using their imagination. This chapter aims to reflect on the power of play for children's learning and development and to analyze how three pedagogical models—the High Scope, Reggio Emilia, and Montessori—integrate play through their curriculum development. The chapter is organized in several topics, namely (1) the role of play in early childhood education (0 to 6 years); (2) the High Scope curriculum and opportunities given to children to engage in free play and play with purposes; (3) the Reggio Emilia approach: play through 100 languages; (4) the Montessori method, from hands-on activity and self-directed activity to collaborative play; (5) final remarks.
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