Aspects That Arise in the Transition from the Montessori Method to a Traditional Method: A Fourth Grade Mathematics View

Autor/in	Hurdle, Zachariah B.
Titel	Aspects That Arise in the Transition from the Montessori Method to a Traditional Method: A Fourth Grade Mathematics View
Quelle	(2017), (278 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Texas State University - San Marcos
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3554-8788-6
Schlagwörter	Hochschulschrift; Dissertation; Grade 3; Grade 4; Montessori Method; Educational Methods; Manipulative Materials; Teacher Role; Student Role; Problem Solving; Mathematics Skills; Mathematics Instruction; Instructional Materials + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Montessori pedagogics; Montessori-Pädagogik; Educational method; Erziehungsmethode; Hilfsmittel; Lehrerrolle; Problemlösen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	The purpose of the dissertation is to investigate three particular aspects that may affect the transition between a third grade Montessori system and a fourth grade non-Montessori system, specifically within the context of teaching and learning mathematics. These aspects are 1) the change in pacing and structure of the classroom, 2) the removal of manipulatives from the learning experience in favor of handwriting methods, and 3) the reversal of roles that teachers and students occupy. The effect of this transition on problem-solving skills is analyzed through a series of problem-solving exercises to determine mathematical understanding about key concepts within the curriculum. Results show that students identify alternative strategies when uncertain how to proceed in a problem. Students revert to previous object-centered methods when a problem is perceived as too difficult. Students also need more exposure with materials for difficult topics during the Montessori ages. The use of manipulatives is one of the most influential aspects of the transition, followed by the shift in student and teacher roles. The pacing and structure of the classroom has minimal effect on the transition. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01