By on in Education in America As a reflective process, we ask our summer Residency students to break into small groups and think about what Montessori is and how they might explain it to someone they meet in an elevator. It is sometimes difficult to put something that is so unique and beautiful and complex into just a few words, but they all tried.
Certain logical patterns emerge and provide avenues of learning. The origins of mathematics began long ago, when humans bound together, and with a unity of communal effort they invented new ways to relate to the environment and meet their fundamental needs.
The advent of agriculture brought this earth measurement into the accumulated science of geometry. Concrete numbers emerged out of this new science of the relationships of shapes in space. The power of concrete numeration inspired man to invent arithmetic, with operations of numbers and with symbols.
This new arithmetic came in handy as commerce and trade became a part of human culture. With a deeper understanding of the laws of arithmetic, algebra was created. As early as BC an unknown writer set out to create a handbook of everyday mathematics that would be useful for merchants for purposes of business, paying taxes and measuring things.
This is our first known record of algebra. Algebra is the science of treating the properties of numbers by means of general symbols. The use of the variable came into being with this new avenue of mathematics. Higher levels of geometry were also attained by the early Greeks as they expressed number relationships in geometrical form.
The human mind, free to contemplate, went beyond the physical world and took relationships of form and numbers to a science called analytical geometry. Set theory is also a branch of mathematics which studies the interrelationships of sets of objects.
Calculus looks at the infinitesimally small and the relationships of the unseen. Finally, statistics is the study of frequency and probabilities. A Human Tendency Dr.
Montessori realized that the work of the child in ordering perceptions differed greatly than other creatures because only the human had the power to order and abstract. Unless man could imagine and make abstractions, he would not be intelligent; or his intelligence would be like that of higher animals, that is to say, it would be rigid and restricted to some particular form of behavior, and this would prevent its expansion.
The mind of the human makes inferences extracted from the physical world around them but these impressions generalize in the mind then go beyond physical reality.
The process of the intellect creates abstractions based on inference. This action is the mathematical mind at work, creating concepts beyond reality and ordering them into relationships.
These perceptions are the true work of mathematics, to stimulate the imagination to create order from abstract thought. This formal thinking that we call mathematics is not the only form it takes. A great unconscious power is at work in the developing child which aids him in adapting to his world.
The child must order his own impressions into relationships to create the construction of his personality. This informal mathematics is the work of the unconscious mind in classifying, categorizing perceptual impressions.
Montessori discovered was that young children have a mind that is mathematical in its approach to ordering perceptions. She called this aspect of the human the mathematical mind. The myriad of impressions absorbed by the child are only that, unless he can sort and classify these with a special abstract tool that only man was given, the tools of language.
These then are the final abstractions of real experience. This allows the child to share in the communal process of accumulated knowledge, for without language man would have no base for passing on his learning.
The child utilizes the inner powers of imagination and abstraction to put the final ordering on perception and materialize it with language. And what happens in the construction of language happens in the construction of the mind.
The Role of Imagination The power of the mind to imagine takes man beyond the real experience and provides the ability to abstract and change experience to meet his needs.“A child, more than anyone else, is a spontaneous observer of nature.” ~Maria Montessori.
In Science, the children’s natural curiosity is stimulated through discovery projects and experiments, helping the children to draw their own conclusions. Find this Pin and more on Quotes for Montessori Teachers by C Montessori. is a spontaneous observer of nature" - Maria Montessori Mais Find this Pin and more on Applications on fabric by Cierra Matusic.
20 Picture Quotes about Kids, Play, This is the perfect way to describe early childhood ed. In a Montessori classroom the teacher is an observer, follower, and guide who brings wisdom, consideration, and experience to the child’s academic, social, and intellectual exploration.
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Home Main Menu. Home; From the Montessori Classroom, Learning to Read, Nature. Can you believe it–it’s almost summer! Whoa! Where did the school year go? The Ten Secrets of Montessori – #10 Spontaneous Joy! By on in 1. Spontaneous Joy. Montessori referred to this term to describe the characteristics of the third level of obedience, that is, the true nature of childhood.
She maintained that children whose needs are met and are able to develop freely, will not exhibit typical patterns of childhood behavior including tantrums, crying, or possessiveness.