Mathematics in Montessori Assignment
Plan and write three preliminary activities in Montessori Mathematics. Through which activity will you give the child the concept of odd and even? Describe how you may deliver the activity.
This phase explores a child’s introduction to the world of Math- the merging of the abstract with the concrete with the use of apparatus that not only manipulates the senses but also builds the various concepts like less and more and odds and even among others.
Mathematics in Montessori Phase 7
Introduction of mathematics is when the child is 3years of age. But when the child comes to the Montessori environment the child already knows how to count up to certain numbers. In our practical life at home adults may instruct the child to bring 3
more plates or glasses. So the child when he comes is accustomed to numbers in the quantitative sense but does not know the written symbols.
The child in the Montessori environment is surrounded by numbers, sizes, quantities, dates etc. from the age of 2
½ years of age. The child is not intellectually aware of the numbers at this age but is sensitive to quantitative aspect of numbers. The number system is very vital. It is a single logically constructed structure having many complicated as well as interrelated parts. A child has to be taught the number system to be able to further the child’s knowledge and development.
This is done in our method by the use of different apparatus, materials, aids and etc. so that the child learns Montessori Math cannot be taught only by mathematic materials. Sensorial training is of great importance in learning the basics of mathematics. Also in practical life, the development of order, concentration, coordination and independence are important for mathematical mind. Order is the basic foundation of math because it is not possible without sequence.
Coordination is also important for mathematics for math to develop logical thinking. Children need to do activities that develop the hand eyenumbers through active experience and thereby the subject becomes meaningful to the child.
In the olden days children learnt through the rote memory. Numbers 1 to 10 are important as they are repeated again and again in different names. The child learns the quantity. The work of the adult is to let the child actively participate in understanding the number so that the child gets a positive attitude towards the subject.
Definition of Mathematics
- It is the world of numbers.
· Measuring levels.
· Deals with exactness.
· Science of numbers.
· It shows the relationship between non-entity and entity at a quantitative level.
· Math is abstract or has an abstract meaning.
· Systematic number system.
Mathematics in Montessori Aims
- The subject mathematics has to be introduced to the child in a meaningful way as an attractive and interesting subject so that the child can develop positive attitude.
· Builds the child’s appreciation towards the subject and also the creative aspect of the subject. The different working method helps in later solving problems.
· It teaches the child various mathematic skills and knowledge, reasoning and the four operations.
· Enables the child to acquire the mathematical language and the use of math, beyond the classroom. This is true in giving the education of math when the child realizes that it is not restricted within the classroom but also applicable to the world outside and also used as a social utility in business.
· Finally the aim of introducing math is to enable the child to think clearly and logically with confidence, independence and flexibility of the mind which leads to mental discipline as it trains the mind.
Mental discipline is vital because it trains the mind and in the run the child acquires logical thinking and also acquires reasoning power. The child in the Montessori environment at 3years is sensitive to quantities and is therefore going through the sensitive period. This is done through the mathematical experiences, concepts and processes.
Math is abstract and the child has to be prepared for the abstract math. First of all the child has to be introduced to the numbers in a concrete form, that is, introduce the quantity of 3 then the abstract name of three. The environment is structured as a practical preparation to create interest. The number system is sequential in nature so the child has to be taught sequential aspects of math that is sequence in numbers,
sequence in math topic and sequential in placement of numbers. Even the four operational areas in the olden days were learnt through the rote memory. But now the child also learns other concepts like volume, weight, seriation, length, units, conservation and reversibility, geometry, topology.
Pre Mathematical Concepts
The child is introduced to important mathematical concepts like sorting , classifying, one to one correspondence, comparing , sequencing , putting things in order, the concept of more and less, number rhymes and stories relating to numbers.
Preliminary Activities Some of the preliminary activities which can be done to introduce the child to numbers:
· Measuring the head. As most of the Montessori environment have vertical grouping there will be difference in the measurement of the head.
· Measuring the feet. The adult will invite a few children and on a paper their feet will be drawn and then measured with a string. The children will be asked which string is the longest.
· The adult can take the children where the Pink Tower is kept and can measure the height with the help of a measuring tape.
· Adult brings a small low table and some coasters. The adult invites a child and will ask the child to cover the small low tables with coasters. After doing that the adult will ask the child count how many coasters were used to cover the small low tables.
Can be done with table mats too.
· The adult will bring a long rod to measure the room from wall to wall. Similarly with the long rod a table or a mat can be measured.
· Adult brings in play dough and shows them the different shapes that can be done with it.
· Before starting with the Montessori Apparatus the child should be given the concept of heavy and light. This can be done by inviting a child and asking him to pick up a small low table and then a small mat. The adult will then ask the child which is heavy and which is light.
· The concept of more and less is given to the child before the child starts Mathematics. The adult will invite two children and give the first child few counters and to the other child some more. The adult will ask the child to say who has more.
Can be done with coasters.
· Instead of a long rod, the length of a room can be measured with the stride and the measurement of a table or a small lowtable can be done with the span of the palm or by cubits.
· The adult can bring in a bowl of and show the children the level and later puts in some stones and then shows them how the level of water has changed.
· The concept of long and short can be given by asking them to show the long and short in the environment. Similarly the heavy and light the children can show from the environment.
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Last Updated on November 24, 2020 by EssayPro