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Montessori And Mathematics How We Can Integrate Montessori Principles Into Our Classroom

# 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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Montessori And Mathematics

How We Can Integrate Montessor i Pr i nc i p l es Into Our C lassroom

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.

Red Rods and Number Rods

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

• 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).

varying colours, wired together to

form number quantities (1 to 9).

The student puts the bead stair

in order from 1 to 9.

are used to show multiplication and

exponentiation (32) (square roots)

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.

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.