Montessori Math
Dr Montessori loved mathematics. In Italy in the 1880 she chose to attend a boy’s technical school just so she could study mathematics. This love of mathematics is very visible in the wonderful materials she designed so young children could share her enthusiasm. In the Montessori view the ‘mathematical mind’ is a manifestation of several human tendencies. “Humans are driven to explore and to investigate their environment. To this effectively, they need to orient themselves in an ordered way” (Feez, p. 127) If these tendencies are shared by all humans, then all children should enjoy mathematics, and do well at it. With this in mind, Dr Montessori designed an array of intriguing objects that materialize abstract mathematical concepts. Children in Montessori schools first experience mathematical concepts represented in the form of concrete objects. After repeatedly manipulating and rearranging the objects materializing a concept, children, in their own time, construct the corresponding abstract for themselves.
Too many people leave school believing math is an impenetrable subject accessible only to a select few. A feature of Montessori mathematics materials is the way they transform mathematical process, even one with a reputation for being difficult, so it becomes both accessible and fascinating. During Montessori teacher training courses many people are astounded to discover they can become completely absorbed in their finer points of, for example, long division, multiples and square roots. (Montessori and Early Childhood, p.128)
Ideally, in early childhood, shared mathematical experiences are as much a part of everyday life as, for not to think of math as something that only belongs at school. There are books and Internet sites with many ideas for how this might be done. From the Montessori perspective, everyday activities are a rich source of mathematical experiences that contribute children’s independence both in the Infant Community and in the Children’s
Too many people leave school believing math is an impenetrable subject accessible only to a select few. A feature of Montessori mathematics materials is the way they transform mathematical process, even one with a reputation for being difficult, so it becomes both accessible and fascinating. During Montessori teacher training courses many people are astounded to discover they can become completely absorbed in their finer points of, for example, long division, multiples and square roots. (Montessori and Early Childhood, p.128)
Ideally, in early childhood, shared mathematical experiences are as much a part of everyday life as, for not to think of math as something that only belongs at school. There are books and Internet sites with many ideas for how this might be done. From the Montessori perspective, everyday activities are a rich source of mathematical experiences that contribute children’s independence both in the Infant Community and in the Children’s
Bibliography: Feez, S. (2010). Montessori and Early Childhood. Great Britian, London: Sage Publications. Gettman, D. (1987). Basic Montessori. New york: St Martin Press. Hainstock, E. G. (1997). Teaching Montessori In The Home. New York: The Penguin Group. Montessori, M. (1967). The Discovery of the Child. New York: A Ballantine Book.