Montessori and Mathematics - Math4Teacherslesage.blogs.uoit.ca/wp-uploads/2011/09/Montessori-Mathematics... · Montessori And Mathematics How We Can Integrate Montessori Principles
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Introduction To Maria Montessori http://youtu.be/hRiji9QyxGo
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Concrete Presentation First, the students are presented with the concept using concrete materials that they can touch, lift, and manipulate.
Abstract Presentation
At a separate lesson, the students are introduced to the abstract symbols, using multi-sensory
methods of sight, sound, touch and movement.
Union of Concrete and Abstract
After the student is confident with both the concrete manipulatives and abstract symbols, separately, the student is then presented with the concrete materials together with the abstract symbols.
Sandpaper Numbers
The child traces the number with their two fingers in the direction of exactly how they would print it. As they do so, they say the name of the number. This is the abstract presentation of the number.
Joining Of Concrete And Abstract
After the symbol and concrete quantities of the numbers are learned, the two are combined in various activities:
• Number rods and cards
• Spindle boxes
• Numbers and counters
• Bead Stair
• Seguin Boards
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Spindle Boxes The numbers are fixed in this exercise, therefore ensuring that the student only focuses on the matching of quantity (not putting the numbers in order as well). The student puts in the corresponding quantity of spindles into each compartment. This is also the first introduction of zero (0).
Bead Stair The bead stair consists of beads of
varying colours, wired together to
form number quantities (1 to 9).
The student puts the bead stair
in order from 1 to 9.
Later, these same bead formations
are used to show multiplication and
exponentiation (32) (square roots)
when linked together into chains.
Seguin Boards: Teens & Tens
Seguin boards introduce the concept of the teens (11-19) and tens (10-90) by having the student build the numbers using the abstract (number symbols), and the concrete (bead stair along with the golden bead “10” bars).
Golden Beads The golden beads are quite similar to our “base 10”
manipulatives used in school. The students see and
feel the differences between a 1000 cube and a
unit.
The same introduction of concrete, abstract and
then combining concrete and abstract is used.
That material is the golden bead material.
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Three-period Lesson New information (e.g. a number symbol) is presented to the
student using a three-period lesson:
1. The student is presented with the information: “This is…”
2. The student is asked: “Show me where….”
3. The student is asked: “What is this number?”
The student now has mastery of the number. They are able to not only recognize (step 2) but are able to identify the number independently.
Montessori’s Influence On Education
Maria Montessori is credited with: • the concept of the open classroom
• Individualized education
• Manipulatives
• Programmed instruction
• I.R.P.
• Child Centred Learning Teaching toys
• Learning requires active participation of the student • People learn in a variety of ways and at different rates • Learning is both individual and group • Learning is most effective when students reflect on the process of learning and
set their own goals for improvement
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Resources http://thelittlelist.wordpress.com/2011/05/16/make-your-own-montessori-math-materials
This is a site where you can learn how to make your own materials.
http://www.montessorimom.com/montessori-free-printouts-downloads/
This is another site where you can learn how to make your own materials
http://youtu.be/kS3zFQMQiBQ
This is an overview of Maria Montessori’s life, containing other resources.
http://www.youtube.com/watch?v=SHBDSoT9xmQ
This is the embedded video in the power point giving history of Maria Montessori
http://youtu.be/hRiji9QyxGo
Another video on Maria Montessori’s history
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