Introduction to Maths

Maria Montessori had a great approach and many beliefs when it came to Maths. She believes in working at the child’s pace, working from concrete to abstract and simple to complex. In this way, the child takes in the learning experience and understands and gives it meaning. They do not learn ‘parrot fashion’.
Montessori believed that the child learns by being actively involved and doing, not by being told. Maths is a sequential subject and therefore needs a structural sequence and order. For example, we first present addition, then multiplication, followed by subtraction and finally division.
Grasping, understanding and practicing one concept before introducing another gives the child a solid foundation, which encourages confidence and self-esteem. Various equipment is used to direct a specific concept. This keeps the child interested and helps re-enforce and consolidates the concept.

The directress must observe the child and only present to the child when they are ready. (Not too early, or too late)

Montessori believed that children would naturally turn to counting and measuring without formal lessons. Maths should, therefore, be relevant to daily life.

In the classroom, children have freedom of choice, but “knowledge must precede choice.” An exercise may be repeated as many times as desired.  In Montessori, there is more than one way of finding a solution- this is known as an open math’s system.

Montessori is based on an auto-education, the child teaches themselves. This is made possible, as a control of error is built into all the equipment.

The achievement’s you see within the Math’s area is astounding.

Article by Leanne Thomas (Butterflies Class)